5 research outputs found
Individual psychological features in patients with computer game addiction suffering and predisposed persons
Objective. To study personality characteristics in adolescents with computer game addiction. Material and methods. The study included students of grades 7 to 10 at the age of 12-17 years (14.6Β±2.4 years), their parents and school teachers. Results and conclusion. The results of a study showed the following combination in patients: Β«genophilicΒ» type of DPT with schizoid personality accentuation and Β«projectionΒ» type of psychological protection, and Β«dignitophilicΒ» type of DPT with labile personality accentuation and Β«denialΒ» type of PP. Β© 2018, Media Sphera Publishing Group. All rights reserved
Individual psychological features in patients with computer game addiction suffering and predisposed persons
Objective. To study personality characteristics in adolescents with computer game addiction. Material and methods. The study included students of grades 7 to 10 at the age of 12-17 years (14.6Β±2.4 years), their parents and school teachers. Results and conclusion. The results of a study showed the following combination in patients: Β«genophilicΒ» type of DPT with schizoid personality accentuation and Β«projectionΒ» type of psychological protection, and Β«dignitophilicΒ» type of DPT with labile personality accentuation and Β«denialΒ» type of PP. Β© 2018, Media Sphera Publishing Group. All rights reserved
ΠΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ° ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΠΎΠΉ ΠΈΠ³ΡΠΎΠ²ΠΎΠΉ Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ Ρ ΠΏΠΎΠΌΠΎΡΡΡ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΡΡΠ°
Objective. To study the prevalence of computer game addiction in educational institutions and to develop additional diagnostics of computer game addiction using the vocabulary of colloquial speech of a computer gamer and the Β«portrait of a gamer studentΒ». Material and methods. The study included 7-10 grade students, aged 12-17 years (14.6Β±2.4 years), their parents and teachers from educational institutions. Sociological, clinical, psychometric and statistical methods were used. Results and conclusion. The study has established that the more time a student spend playing computer games, the more words in the test he/she defines as Β«familiarΒ»; the difference in the means for analyzing quantitative data between groups with different degrees of involvement in computer games is significant. The results indicate that the proposed Β«language vocabularyΒ» testing is suitable for additional diagnosis of the degree of computer game dependence.Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΠΎΠΉ ΠΈΠ³ΡΠΎΠ²ΠΎΠΉ Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΈ Π΅Π΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΠΎΡΡΠΈ Π² ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡΡ
(ΠΠΠ£) Ρ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ΠΌ Π½ΠΎΠ²ΠΎΠΉ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π»Π΅ΠΊΡΠΈΠΊΠΈ ΡΠ°Π·Π³ΠΎΠ²ΠΎΡΠ½ΠΎΠΉ ΡΠ΅ΡΠΈ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΠΎΠ³ΠΎ Β«ΠΈΠ³ΡΠΎΠΌΠ°Π½Π°Β» ΠΈ Β«ΠΏΠΎΡΡΡΠ΅ΡΠ° Π³Π΅ΠΉΠΌΠ΅ΡΠ°-ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠ°Β». ΠΠ°ΡΠ΅ΡΠΈΠ°Π» ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΡΠ»ΠΈ ΠΎΠ±ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Ρ ΡΡΠ°ΡΠΈΠ΅ΡΡ ΠΠΠ£ 7-10 ΠΊΠ»Π°ΡΡΠΎΠ² Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ 12-17 (14,6Β±2,4) Π»Π΅Ρ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΈΠ½ΠΈΠΌΠ°Π»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ ΠΈΡ
ΡΠΎΠ΄ΠΈΡΠ΅Π»ΠΈ ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈ. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΠΏΡΠΈΡ
ΠΎΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅ΡΠΎΠ΄Ρ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅. Π£ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ ΡΠ΅ΠΌ Π±ΠΎΠ»ΡΡΠ΅ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ Π·Π°ΡΡΠ°ΡΠΈΠ²Π°Π΅Ρ ΡΡΠ°ΡΡΠ½ΠΈΠΊ ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½Π° ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΡΠ΅ ΠΈΠ³ΡΡ (ΠΠ), ΡΠ΅ΠΌ Π±ΠΎΠ»ΡΡΠ΅Π΅ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΡΠ»ΠΎΠ² Π² ΡΠ΅ΡΡΠ΅ ΠΎΠ½ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅Ρ ΠΊΠ°ΠΊ Β«Π·Π½Π°ΠΊΠΎΠΌΡΠ΅Β»; ΡΠ°Π·Π½ΠΈΡΠ° ΡΡΠ΅Π΄Π½ΠΈΡ
ΠΏΡΠΈ Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
Π΄Π°Π½Π½ΡΡ
ΠΌΠ΅ΠΆΠ΄Ρ Π³ΡΡΠΏΠΏΠ°ΠΌΠΈ Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΠΎΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΡΡ Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ Π² ΠΠ ΡΠ²Π»ΡΠ΅ΡΡΡ Π΄ΠΎΡΡΠΎΠ²Π΅ΡΠ½ΠΎΠΉ. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ²ΠΈΠ΄Π΅ΡΠ΅Π»ΡΡΡΠ²ΡΡΡ ΠΎ ΡΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π½ΠΎΠ³ΠΎ Β«ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ Π»Π΅ΠΊΡΠΈΠΊΠΎΠ½Π°Β» Π΄Π»Ρ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠ²Π»Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΠ
Diagnosis of computer game addiction using a linguistic test [Diagnostika komp'yuternoi igrovoi zavisimosti s pomoshch'yu lingvisticheskogo testa]
OBJECTIVE: To study the prevalence of computer game addiction in educational institutions and to develop additional diagnostics of computer game addiction using the vocabulary of colloquial speech of a computer gamer and the Β«portrait of a gamer studentΒ». MATERIAL AND METHODS: The study included 7-10 grade students, aged 12-17 years (14.6Β±2.4 years), their parents and teachers from educational institutions. Sociological, clinical, psychometric and statistical methods were used. RESULTS AND CONCLUSION: The study has established that the more time a student spend playing computer games, the more words in the test he/she defines as Β«familiarΒ»; the difference in the means for analyzing quantitative data between groups with different degrees of involvement in computer games is significant. The results indicate that the proposed Β«language vocabularyΒ» testing is suitable for additional diagnosis of the degree of computer game dependence.Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΠΎΠΉ ΠΈΠ³ΡΠΎΠ²ΠΎΠΉ Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΈ Π΅Π΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΠΎΡΡΠΈ Π² ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡΡ
(ΠΠΠ£) Ρ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ΠΌ Π½ΠΎΠ²ΠΎΠΉ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π»Π΅ΠΊΡΠΈΠΊΠΈ ΡΠ°Π·Π³ΠΎΠ²ΠΎΡΠ½ΠΎΠΉ ΡΠ΅ΡΠΈ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΠΎΠ³ΠΎ Β«ΠΈΠ³ΡΠΎΠΌΠ°Π½Π°Β» ΠΈ Β«ΠΏΠΎΡΡΡΠ΅ΡΠ° Π³Π΅ΠΉΠΌΠ΅ΡΠ°-ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠ°Β». ΠΠ°ΡΠ΅ΡΠΈΠ°Π» ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΡΠ»ΠΈ ΠΎΠ±ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Ρ ΡΡΠ°ΡΠΈΠ΅ΡΡ ΠΠΠ£ 7β10 ΠΊΠ»Π°ΡΡΠΎΠ² Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ 12β17 (14,6Β±2,4) Π»Π΅Ρ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΈΠ½ΠΈΠΌΠ°Π»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ ΠΈΡ
ΡΠΎΠ΄ΠΈΡΠ΅Π»ΠΈ ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈ. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΠΏΡΠΈΡ
ΠΎΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅ΡΠΎΠ΄Ρ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅. Π£ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ ΡΠ΅ΠΌ Π±ΠΎΠ»ΡΡΠ΅ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ Π·Π°ΡΡΠ°ΡΠΈΠ²Π°Π΅Ρ ΡΡΠ°ΡΡΠ½ΠΈΠΊ ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½Π° ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΡΠ΅ ΠΈΠ³ΡΡ (ΠΠ), ΡΠ΅ΠΌ Π±ΠΎΠ»ΡΡΠ΅Π΅ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΡΠ»ΠΎΠ² Π² ΡΠ΅ΡΡΠ΅ ΠΎΠ½ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅Ρ ΠΊΠ°ΠΊ Β«Π·Π½Π°ΠΊΠΎΠΌΡΠ΅Β»; ΡΠ°Π·Π½ΠΈΡΠ° ΡΡΠ΅Π΄Π½ΠΈΡ
ΠΏΡΠΈ Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
Π΄Π°Π½Π½ΡΡ
ΠΌΠ΅ΠΆΠ΄Ρ Π³ΡΡΠΏΠΏΠ°ΠΌΠΈ Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΠΎΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΡΡ Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ Π² ΠΠ ΡΠ²Π»ΡΠ΅ΡΡΡ Π΄ΠΎΡΡΠΎΠ²Π΅ΡΠ½ΠΎΠΉ. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ²ΠΈΠ΄Π΅ΡΠ΅Π»ΡΡΡΠ²ΡΡΡ ΠΎ ΡΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π½ΠΎΠ³ΠΎ Β«ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ Π»Π΅ΠΊΡΠΈΠΊΠΎΠ½Π°Β» Π΄Π»Ρ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠ²Π»Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΠ
Models of community-based psychiatric care in Italy and England [Modeli vnebol'nichnoi psikhiatricheskoi pomoshchi v Anglii i Italii]
THE AIM OF THE STUDY: Is to study and compare models of out-of-hospital psychiatric care in different countries-Italy and England. In the Italian model of community-based psychiatric care, institutions have been created - homes for permanent residence with a security regime (REMS), the most common of which are intensive (or assertive) treatment in the community and mandatory outpatient treatment. The form of intensive treatment is an active and long-term maintenance and treatment of patients. The essence of the methodology is to provide assistance at home, which is carried out by specially trained multidisciplinary teams, including psychiatrists, nurses, psychologists, social workers. However, in the long term, there is a tendency to increase relapses and acute conditions. The English model of community psychiatric care is based on the practice of the method of Β«individual case managementΒ». After the acute attack is stopped, the main work program includes work with a psychologist and/or a psychotherapist in the form of a number of multidimensional group and family therapy activities, training of social skills and ways of independent living, development of communication, self-esteem and confident behavior, which is achieved through psychocorrective work, as well as drug therapy and didactic training on appropriate simulators. Special attention is paid to social recovery, work with the family, social and labor recovery and instrumental support.ΠΡΠΎΠ²Π΅Π΄Π΅Π½ΠΎ ΡΡΠ°Π²Π½Π΅Π½ΠΈΠ΅ ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ ΠΎΠΊΠ°Π·Π°Π½ΠΈΡ Π²Π½Π΅Π±ΠΎΠ»ΡΠ½ΠΈΡΠ½ΠΎΠΉ ΠΏΡΠΈΡ
ΠΈΠ°ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠΌΠΎΡΠΈ Π² ΠΠ½Π³Π»ΠΈΠΈ ΠΈ ΠΡΠ°Π»ΠΈΠΈ. Π ΠΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π²Π½Π΅Π±ΠΎΠ»ΡΠ½ΠΈΡΠ½ΠΎΠΉ ΠΏΡΠΈΡ
ΠΈΠ°ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠΌΠΎΡΠΈ Π΄Π»Ρ ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ², Π½ΡΠΆΠ΄Π°ΡΡΠΈΡ
ΡΡ Π² ΠΏΡΠ΅Π±ΡΠ²Π°Π½ΠΈΠΈ Π² ΡΡΠ°ΡΠΈΠΎΠ½Π°ΡΠ΅, ΡΠΎΠ·Π΄Π°Π½Ρ Π΄ΠΎΠΌΠ° Π΄Π»Ρ ΠΏΠΎΡΡΠΎΡΠ½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΠΆΠΈΠ²Π°Π½ΠΈΡ Ρ ΡΠ΅ΠΆΠΈΠΌΠΎΠΌ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ (REMS), Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΡΠΌΠΈ ΠΈΠ· ΠΊΠΎΡΠΎΡΡΡ
ΡΠ²Π»ΡΡΡΡΡ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΠ΅ (ΠΈΠ»ΠΈ ΠΆΠ΅ Π°ΡΡΠ΅ΡΡΠΈΠ²Π½ΠΎΠ΅) Π»Π΅ΡΠ΅Π½ΠΈΠ΅ Π² ΡΠΎΠΎΠ±ΡΠ΅ΡΡΠ²Π΅ ΠΈ ΠΎΠ±ΡΠ·Π°ΡΠ΅Π»ΡΠ½ΠΎΠ΅ Π°ΠΌΠ±ΡΠ»Π°ΡΠΎΡΠ½ΠΎΠ΅ Π»Π΅ΡΠ΅Π½ΠΈΠ΅. Π€ΠΎΡΠΌΠ° ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π»Π΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΠ΅ ΠΈ Π΄Π»ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ ΠΈ Π»Π΅ΡΠ΅Π½ΠΈΠ΅ ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ². Π‘ΡΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΠΎΠΊΠ°Π·Π°Π½ΠΈΠΈ ΠΏΠΎΠΌΠΎΡΠΈ Π½Π° Π΄ΠΎΠΌΡ, ΠΊΠΎΡΠΎΡΠ°Ρ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎ ΠΎΠ±ΡΡΠ΅Π½Π½ΡΠΌΠΈ ΠΌΡΠ»ΡΡΠΈΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΡΠΌΠΈ Π±ΡΠΈΠ³Π°Π΄Π°ΠΌΠΈ, Π²ΠΊΠ»ΡΡΠ°ΡΡΠΈΠΌΠΈ Π² ΡΠ΅Π±Ρ Π²ΡΠ°ΡΠ΅ΠΉ-ΠΏΡΠΈΡ
ΠΈΠ°ΡΡΠΎΠ², ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΡΠ΅ΡΡΠ΅Ρ, ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎΠ², ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ². ΠΠ΄Π½Π°ΠΊΠΎ Π² Π΄ΠΎΠ»Π³ΠΎΡΡΠΎΡΠ½ΠΎΠΌ ΠΏΠ΅ΡΠΈΠΎΠ΄Π΅ Π½Π°Π±Π»ΡΠ΄Π°Π΅ΡΡΡ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΡ ΠΊ ΡΠ²Π΅Π»ΠΈΡΠ΅Π½ΠΈΡ ΡΠ΅ΡΠΈΠ΄ΠΈΠ²ΠΎΠ² ΠΈ ΠΎΡΡΡΡΡ
ΡΠΎΡΡΠΎΡΠ½ΠΈΠΉ. ΠΠ½Π³Π»ΠΈΠΉΡΠΊΠ°Ρ ΠΌΠΎΠ΄Π΅Π»Ρ Π²Π½Π΅Π±ΠΎΠ»ΡΠ½ΠΈΡΠ½ΠΎΠΉ ΠΏΡΠΈΡ
ΠΈΠ°ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠΌΠΎΡΠΈ ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ Π½Π° ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ ΠΌΠ΅ΡΠΎΠ΄Π° Β«ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π²Π΅Π΄Π΅Π½ΠΈΡ ΡΠ»ΡΡΠ°ΡΒ». ΠΠΎΡΠ»Π΅ ΠΊΡΠΏΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΡΡΠΎΠ³ΠΎ ΠΏΡΠΈΡΡΡΠΏΠ° ΠΎΡΠ½ΠΎΠ²Π½Π°Ρ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ° ΡΠ°Π±ΠΎΡΡ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ Π² ΡΠ΅Π±Ρ ΡΠ°Π±ΠΎΡΡ Ρ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎΠΌ ΠΈ/ΠΈΠ»ΠΈ ΠΏΡΠΈΡ
ΠΎΡΠ΅ΡΠ°ΠΏΠ΅Π²ΡΠΎΠΌ Π² Π²ΠΈΠ΄Π΅ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΡΠ΄Π° ΠΌΡΠ»ΡΡΠΈΠ°ΡΠΏΠ΅ΠΊΡΠ½ΡΡ
ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ Π³ΡΡΠΏΠΏΠΎΠ²ΠΎΠΉ ΠΈ ΡΠ΅ΠΌΠ΅ΠΉΠ½ΠΎΠΉ ΡΠ΅ΡΠ°ΠΏΠΈΠΈ, ΡΡΠ΅Π½ΠΈΠ½Π³Π° ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² Π½Π΅Π·Π°Π²ΠΈΡΠΈΠΌΠΎΠ³ΠΎ ΠΏΡΠΎΠΆΠΈΠ²Π°Π½ΠΈΡ, ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΠΎΠ±ΡΠ΅Π½ΠΈΡ, ΡΠ°ΠΌΠΎΡΠ²Π°ΠΆΠ΅Π½ΠΈΡ ΠΈ ΡΠ²Π΅ΡΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ, ΡΡΠΎ Π΄ΠΎΡΡΠΈΠ³Π°Π΅ΡΡΡ Π±Π»Π°Π³ΠΎΠ΄Π°ΡΡ ΠΏΡΠΈΡ
ΠΎΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΠ΅, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΌΠ΅Π΄ΠΈΠΊΠ°ΠΌΠ΅Π½ΡΠΎΠ·Π½ΡΡ ΡΠ΅ΡΠ°ΠΏΠΈΡ ΠΈ Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ΅Π½ΠΈΡΠΎΠ²ΠΊΠΈ Π½Π° ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΡ
ΡΡΠ΅Π½Π°ΠΆΠ΅ΡΠ°Ρ
. ΠΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΌΡ, ΡΡΡΠ΄ΠΎΠ²ΠΎΠΌΡ Π²ΠΎΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ, ΡΠ°Π±ΠΎΡΠ΅ Ρ ΡΠ΅ΠΌΡΠ΅ΠΉ