26 research outputs found
Identification and assessment of geohazards affecting pipelines and urban areas
The paper addresses methods and criteria of risk assessment associated with land subsidence threatening pipelines, buildings, and constructions. Currently, there are some practical issues relating to geohazards that should be taken into account while constructing a pipeline. The article provides comparison data on the effects of Spitak earthquake and the natural disaster in Neftegorsk in terms of geohazards impact on the pipeline systems. The suggested risk assessment procedure embraces a wide range of aspects: from soil properties to economic and management issues
QUALITY OF PRE-SERVICE TEACHERSβ TRAINING FOR RESEARCH WORK IN THE FIELD OF UNIVERSITY LECTURERS EVALUATION
Introduction. The ability to independently organize and carry out scientific and pedagogical search, receive and apply in practice new skills is a distinctive feature of creative teachers. Obligatory presence of research competence among graduates of pedagogical specialties of higher education institutions is declared in federal state educational standards of the higher school. The aim of the article is to direct attention of high school educators to the topical problem of pre-service teachersβ creativity development and the need to strengthen their methodological training. Methodology and research methods. Based on understanding of education quality as the ensemble of its essential characteristics (properties according to A. I. Subetto), evaluation criteria of quality of education of bachelorβs and masterβs degree students are revealed. The objective and research components are the basis for the development of criterion-evaluation tools of future profession. Teachersβ insights on the level of their own contribution to creative development of students and the quality of training of students to independent carrying out researches were made known using the following methods: structuring, analysis and interpretation of the questionnaire materials, individual interviews, and observation evaluation. Results. The data concerning the organization, content and technologies of teachersβ pre-service training for independent research activity, the learning conditions created for their training and the outcomes are obtained. A number of positive results, especially in logistics and staffing of the educational process, are achieved. Evident mistakes in the program and methodological support of educational process, in the use of the vocational disciplinesβ research capacity and teaching practice for the development of studentsβ research experience are found. Scientific novelty. An authorsβ estimation of a standpoint of some part of teachers in regard to practical realization of basic target orientation of the Russian higher education is given. Insufficient methodological readiness of a considerable part of university teachers and lecturers to the scientific leadership in research activity of bachelors and undergraduates is stated. Practical significance. The pointed and selected criteria for evaluation of quality of training to research work are base for development of criteria-estimated tools of level of formation of educational-research skills. The use of the proposed set of measures in pedagogical and management work, according to the authors, would serve to enhance research competence of future professionals and at large improve the management of educational process.Β ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠΎΡΠΎΠ²Π½ΠΎΡΡΡ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²ΡΠ²Π°ΡΡ ΠΈ ΠΎΡΡ ΡΠ΅ΡΡΠ²Π»ΡΡΡ Π½Π°ΡΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠΈΡΠΊ, ΠΏΠΎΠ»ΡΡΠ°ΡΡ ΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡ Π² ΡΠ²ΠΎΠ΅ΠΉ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π½ΠΎΠ²ΡΠ΅ Π·Π½Π°Π½ΠΈΡ Π΄ΠΎΠ»ΠΆΠ½Π° ΡΡΠ°ΡΡ ΠΎΡΠ»ΠΈΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΡΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ, ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΈ ΡΠ°Π±ΠΎΡΠ°ΡΡΠ΅Π³ΠΎ ΡΡΠΈΡΠ΅Π»Ρ. ΠΠ±ΡΠ·Π°ΡΠ΅Π»ΡΠ½ΠΎΠ΅ Π½Π°Π»ΠΈΡΠΈΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Ρ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ Π²ΡΠ·ΠΎΠ² Π΄Π΅ΠΊΠ»Π°ΡΠΈΡΡΠ΅ΡΡΡ Π² ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΡΡ
Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ°Π½Π΄Π°ΡΡΠ°Ρ
Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ.Π¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ β ΠΏΡΠΈΠ²Π»Π΅ΡΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΊ Π°ΠΊΡΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π²ΡΠ΅ΠΉΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠΈΠ»Ρ ΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΡΡΠΈΠ»Π΅Π½ΠΈΡ ΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. ΠΡΡ
ΠΎΠ΄Ρ ΠΈΠ· ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΠΊ ΡΠΎΠ²ΠΎΠΊΡΠΏΠ½ΠΎΡΡΠΈ Π΅Π³ΠΎ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ (ΡΠ²ΠΎΠΉΡΡΠ², ΠΏΠΎ Π. Π. Π‘ΡΠ±Π΅ΡΡΠΎ) ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΠΊΡΠΈΡΠ΅ΡΠΈΠΈ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π±Π°ΠΊΠ°Π»Π°Π²ΡΠΎΠ² ΠΈ ΠΌΠ°Π³ΠΈΡΡΡΠ°Π½ΡΠΎΠ² ΠΊ ΡΠΎΠ²ΠΌΠ΅ΡΠ΅Π½ΠΈΡ Π² ΡΠ²ΠΎΠ΅ΠΉ Π±ΡΠ΄ΡΡΠ΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π΅Π΅ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠ². ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ, Π°Π½Π°Π»ΠΈΠ·Π° ΠΈ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² Π°Π½ΠΊΠ΅ΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΠΎΡΠ° ΠΏΡΠΎΡΠ΅ΡΡΠΎΡΡΠΊΠΎ-ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°, ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΡ
Π±Π΅ΡΠ΅Π΄ ΠΈ Π²ΠΊΠ»ΡΡΠ΅Π½Π½ΡΡ
Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠΉ Π²ΡΡΠ²Π»Π΅Π½Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ ΠΎ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΠΊΠ»Π°Π΄Π° Π² ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΈ ΠΎ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΊ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠΌΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠΎΠ»ΡΡΠ΅Π½Π° ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ ΠΎΠ± ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ, ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠΈ ΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΡ
ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΊ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΡΠΎΠ·Π΄Π°Π½Π½ΡΡ
Π΄Π»Ρ ΡΡΠΎΠ³ΠΎ ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΈ Π΄ΠΎΡΡΠΈΠ³Π½ΡΡΡΡ
ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°Ρ
. Π£ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ ΡΡΠ΄ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΡΡ
Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠΉ Π² Π΄Π°Π½Π½ΠΎΠΌ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΈ, ΠΊΠ°ΡΠ°ΡΡΠΈΡ
ΡΡ ΠΏΡΠ΅ΠΆΠ΄Π΅Β Π²ΡΠ΅Π³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°. ΠΡΠΊΡΡΡΡ ΡΠ°ΠΊΠΆΠ΅ ΡΠ²Π½ΡΠ΅ ΡΠΏΡΡΠ΅Π½ΠΈΡ Π² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π΄Π°Π»Π΅ΠΊΠΎ Π½Π΅ ΠΏΠΎΠ»Π½ΠΎΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½ΡΡ
ΡΡΠ΅Π±Π½ΡΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½ ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ Π΄Π»Ρ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ΅Π½ΠΈΡ ΡΡΠ°ΡΠΈΠΌΠΈΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ°. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ°Π½Π° Π°Π²ΡΠΎΡΡΠΊΠ°Ρ ΠΎΡΠ΅Π½ΠΊΠ° ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΡΠ°ΡΡΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π±Π°Π·ΠΎΠ²ΠΎΠΉ ΡΠ΅Π»Π΅Π²ΠΎΠΉ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠΎΠ½ΡΡΠ°ΡΠΈΡΡΠ΅ΡΡΡ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½Π°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²Π»Π΅Π½Π½ΠΎΡΡΡ Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠ°ΡΡΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΊ Π½Π°ΡΡΠ½ΠΎΠΌΡ ΡΡΠΊΠΎΠ²ΠΎΠ΄ΡΡΠ²Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ Π±Π°ΠΊΠ°Π»Π°Π²ΡΠΎΠ² ΠΈ ΠΌΠ°Π³ΠΈΡΡΡΠ°Π½ΡΠΎΠ². ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΡΠ΄Π΅Π»Π΅Π½Π½ΡΠ΅ ΠΊΡΠΈΡΠ΅ΡΠΈΠΈ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ ΡΠ°Π±ΠΎΡΠ΅ ΡΠ²Π»ΡΡΡΡΡ Π±Π°Π·ΠΎΠΉ Π΄Π»Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΊΡΠΈΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΎΡΠ΅Π½ΠΎΡΠ½ΠΎΠ³ΠΎ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΡ ΡΡΠΎΠ²Π½Ρ ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ ΡΡΠ΅Π±Π½ΠΎ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΈ Π½Π°ΡΡΠ½ΠΎ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΡΠΌΠ΅Π½ΠΈΠΉ ΠΈ Π½Π°Π²ΡΠΊΠΎΠ². ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Ρ ΠΌΠ΅ΡΡ, ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΠΊΠΎΡΠΎΡΡΡ
, ΠΏΠΎ ΠΌΠ½Π΅Π½ΠΈΡ Π°Π²ΡΠΎΡΠΎΠ², Π±ΡΠ΄Π΅Ρ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΠΎΠ²Π°ΡΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² ΠΈ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠΌ Π² ΡΠ΅Π»ΠΎΠΌ
Experimental animal models of scoliosis for understanding the etiology of idiopathic scoliosis
Idiopathic scoliosis is a common disease of the musculoskeletal system, affecting 2β3% of children and adolescents worldwide. The etiology and pathogenesis of scoliotic spinal deformity have not yet been disclosed, despite numerous long-term studies. Animal modeling of scoliosis can become the basis for studying possible etiological factors and pathogenetic mechanisms of the formation of the pathology in question and the prospects for possible treatment of scoliosis in the future. To date, many different types of models of scoliotic disease have been created and studied. The purpose of this review was to analyze the literature data on animal modeling of scoliosis in order to understand the etiological factor of idiopathic scoliosis in humans. Material and methods. The review was carried out using databases of electronic information resources PubMed (MEDLINE), Scopus, eLibrary.ru. The analysis of scientific literature was carried out according to the search words: βidiopathic scoliosisβ, βexperimental model of scoliosisβ, βanimal model of scoliosisβ, βmechanical models of scoliosisβ, βpineal gland resection modelsβ, βgenetic models of scoliosisβ. Results. The analysis of scientific literature data confirms the high importance of experimental animal models of scoliosis for the study of the etiology of idiopathic scoliosis. The review summarizes and analyzes data on the main directions of modeling scoliotic deformity: mechanical, neuroendocrine and genetic models. Conclusions. The models of scoliosis presented in the literature have been implemented with varying degrees of success and have not been able to clarify the etiology of spinal pathology, but they are a useful tool for testing interventions aimed at correcting and preventing deformity. The development of an optimal experimental model of scoliosis in animals will further overcome the existing limitations in determining the etiological factor of idiopathic scoliosis and describe the processes of disease development characteristic of humans
MODEL OF FORMING OF PROFESSIONAL INTEGRATIVE- SERVICE COMPETENSE OF SPECIALIST OF INDUSTRY OF FEED AND HOSPITALITY
Π ΡΡΠ°ΡΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΈΠ½Π΄ΡΡΡΡΠΈΡ ΠΏΠΈΡΠ°Π½ΠΈΡ ΠΈ Π³ΠΎΡΡΠ΅ΠΏΡΠΈΠΈΠΌΡΡΠ²Π°, ΡΠ°Π·Π²ΠΈΠ²Π°Π΅ΡΡΡ Π±ΡΡΡΡΡΠΌΠΈ ΡΠ΅ΠΌΠΏΠ°ΠΌΠΈ ΠΈ Π½ΡΠΆΠ΄Π°Π΅ΡΡΡ Π² ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΡΡ
, ΡΠΏΠΎΡΠΎΠ±Π½ΡΡ
ΠΏΠΎΠ΄Π½ΡΡΡ ΡΡΠΎΠ²Π΅Π½Ρ ΡΡΠ»ΡΠ³ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π²ΠΎΠ·ΡΠ°ΡΡΠ°ΡΡΠΈΠΌΠΈ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡΠΌΠΈ ΠΏΠΎΡΡΠ΅Π±ΠΈΡΠ΅Π»Π΅ΠΉ. Π‘ΠΎΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎ ΠΏΠΎΡΠ²Π»ΡΠ΅ΡΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ², ΠΈΠΌΠ΅ΡΡΠΈΡ
ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠ΅, ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠ΅ Π·Π½Π°Π½ΠΈΡ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΈΠ½Π΄ΡΡΡΡΠΈΠΈ ΠΏΠΈΡΠ°Π½ΠΈΡ ΠΈ Π³ΠΎΡΡΠ΅ΠΏΡΠΈΠΈΠΌΡΡΠ²Π°, ΡΡΡΠ΅ΠΌΡΡΠΈΡ
ΡΡ ΠΊ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠΉ ΡΠ°ΠΌΠΎΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ, ΡΠ°ΠΊ ΠΊΠ°ΠΊ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ΅ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΠ΅ Π»ΡΠ±ΡΡ
ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π½Π΅Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ ΠΏΡΠΈ Π½ΠΈΠ·ΠΊΠΎΠΉ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»Π° ΠΈ Π΅Π³ΠΎ ΡΠ»Π°Π±ΠΎΠΉ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ. Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Π½Π°Ρ Π°Π²ΡΠΎΡΠ°ΠΌΠΈ ΠΌΠΎΠ΄Π΅Π»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ²Π½ΠΎ-ΡΠ΅ΡΠ²ΠΈΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° ΠΈΠ½Π΄ΡΡΡΡΠΈΠΈ ΠΏΠΈΡΠ°Π½ΠΈΡ ΠΈ Π³ΠΎΡΡΠ΅ΠΏΡΠΈΠΈΠΌΡΡΠ²Π° Π² ΡΡΠ΅Π΄Π½Π΅ΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ, Π²ΠΊΠ»ΡΡΠ°Π΅Ρ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ ΡΠ΅Π»Π΅Π²ΡΡ, ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΡΡ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΡΡ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΠ΅, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌ ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π΄Π°Π½Π½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ.The article shows that the catering and hospitality industry, is growing rapidly and needs in innovation, capable of raising the level of services in accordance with the growing demands of consumers. Accordingly, there is need to train specialists with fundamental and professional knowledge in the field of catering and hospitality industry, striving for creative self-realization, as the effective implementation of any innovation is impossible for unskilled personnel and their weak motivation.Considered the authors model of integrative professional competence of the future expert service food and hospitality industry in the secondary vocational education, including related task, methodological and productive components, as well as a mechanism to monitor the formation of this competence
Congenital dislocation of the hip β theories, etiological and predisposing factors (risk factors)
According to current statistics worldwide, congenital orthopedic pathologies rank second quantitatively after congenital diseases of the nervous system. Congenital dislocation of the hip is one of the most common and severe pathologies of the musculoskeletal system in children and adolescents. The theories of its development and etiological factors are not only of historical interest but also create prerequisites for determining the true cause of this complex process. The problem of predicting the development of hip dysplasia remains relevant. The practical significance lies in determining the etiological factor (predisposing or risk factors) of the disease onset or manifestation. Analysis of the literature suggests that hip dysplasia is based on a genetic substrate as an etiological factor. Predisposing factors only increase the risk of pathology manifestation. Further studies to determine the etiological factor will make it possible to formulate more specific recommendations for the management of patients with hip dysplasia and possibly expand the methods of prevention and conservative treatment
History of the study of the neural crest (review)
The neural crest has long attracted the attention of evolutionary biologists and, more recently, clinical specialists, as research in recent decades has significantly expanded the boundaries of knowledge about the involvement of neural crest and neural crest cells in the development of human pathology. The neural crest and neural crest cells are a unique evolutionarily based embryonic structure. Its discovery completely changed the view of the process of embryogenesis. Knowledge of neural crest development sheds light on many of the most Β«establishedΒ» questions of developmental biology and evolution. Our article will reflect on the historical stages of the discovery and study of the neural crest and the impact of this discovery on entrenched ideas about germ layer specificity and the theory of germ layers β the reasoning of the neural crest as the fourth germ layer. The aim of this review is to describe the history of the discovery and study of neural crest and neural crest cells based on an analysis of the literature. In writing this article, an analysis of the scientific literature was conducted using the search terms Β«neural crestΒ», Β«neural crest cellsΒ», Β«neural crest cell morphologyΒ», Β«germinal layersΒ» and Β«embryonic developmentΒ» in the computer databases PubMed, Scopus, Web of Science, and eLibrary. The depth of the analytical search corresponds to the period of the discovery of the neural crest and the first mention of the neural crest as an embryonic morphological structure in the scientific literature. The information presented confirms the high interest of research scientists and clinical specialists in the study of neural crest and neural crest cells. The involvement of neural crest cells in the formation of somatic and musculoskeletal pathologies has received particular attention in recent decades. The literature sources are represented by 169 full-text manuscripts and monographs mainly in English. Conclusions. Neural crest and neural crest cells are unique evolutionary structures. Regularities of formation, reasons which condition migration, differentiation, interaction of neural crest cells with other structures during embryogenesis as well as their potential, which is realized in postnatal period, continue to be the subject of research up to now
The investigation of dangerous geological processes resulting in land subsidence while designing the main gas pipeline in South Yakutia
The number of gas main accidents has increased recently due to dangerous geological processes in underdeveloped areas located in difficult geological conditions. The paper analyses land subsidence caused by karst and thermokarst processes in the right of way, reveals the assessment criteria for geological hazards and creates zoning schemes considering the levels of karst and thermorkarst hazards
Possibility of using the infrapatellar (Hoffaβs) fat pad as a source of autologous stem cells
Stem cells are the basis for the creation of tissue-engineered structures in regenerative medicine. The most well-studied sources of stem cells are the embryo and bone marrow. The use of embryonic cells is associated with ethical problems, and the collection of bone marrow is accompanied by invasive procedures. Using adipose tissue as a source of stem cells avoids these problems. But the collection of adipose tissue requires additional interventions, which does not exclude the occurrence of cosmetic defects. Aim of the study was to investigate the possibility of using mesenchymal stem cells (MSCs) isolated from the infrapatellar (Hoffaβs) fat pad.Material and methods. As a source of MSCs, tissue samples of Hoffaβs fat pad removed during the operation were used (8 cases), as a control - MSCs isolated from human adipose tissue (6 cases). MSCs were isolated using an enzymatic method. At the 3rd passage, phenotyping with specific antibodies against CD34, CD45, CD73, CD90, CD105 was performed by flow cytometry. Differentiation in the chondro- and osteogenic direction was carried out at the 3rd passage with the appropriate differentiation media. Chondrogenic differentiation was confirmed by staining with alcian blue, osteogenic - staining according to von Kossa.Results and discussion. Statistically significant decrease in CD105 expression, increase in CD73, CD34 expression and lack of adequate differentiation under standard conditions of differentiation media by MSCs isolated from the Hoffaβs fat pad compared to control was found. The data obtained indicate a discrepancy between the cells isolated from the Hoffaβs fat pad and the requirements for MSCs.Conclusion. The infrapatellar (Hoffaβs) fat pad_cannot be used as a source of standardized MSCs
Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½Π°Ρ Π½Π°Π²ΠΈΠ³Π°ΡΠΈΡ ΠΏΡΠΈ ΡΡΠ°Π½ΡΡΠΎΡΠ°ΠΊΠ°Π»ΡΠ½ΠΎΠΉ Π±ΠΈΠΎΠΏΡΠΈΠΈ Π²Π½ΡΡΡΠΈΠ³ΡΡΠ΄Π½ΡΡ Π½ΠΎΠ²ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ
Transthoracic core-needle biopsy is a minimally invasive and effective procedure for histological verification of intrathoracic lesions. Itβs accuracy can be assisted by ultrasound or robotic navigation.Β Material and methods.Β Retrospective analysis of 45 transthoracic core-needle biopsies under ultrasound and robotic guidance.Β Results.Β The accuracy of both methods is over 90% and complications rate is comparable. Ultrasound guidance is more suitable for large subpleural lesions, attached to the chest wall. Robotic guidance allows more precise positioning for small lesions, but takes much more time. Complications rate for ultrasound-guidance was 5,3% vs 15,4% for robotic guidance. However, none of these complications required surgical intervention. Even 3 tissue samples provided enough material for immunostaining and for molecular analysis if necessary.Β Summary.Β Transthoracic core needle biopsy is a method of choice for histological verification of large solid intrathoracic lesions, adherent to the chest wall, without large cavities of destruction. Such patients have the lowest risk rate of possible complications and are suitable for multiple biopsies. At the same time, these patients do not fit for VATS due to large size of the tumor and pleural adhesions, which can be difficult to manage during thoracoscopy. Ultrasound guidance can be best of all applied for large solid tumors, invading the chest wall.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π’ΡΠ°Π½ΡΡΠΎΡΠ°ΠΊΠ°Π»ΡΠ½Π°Ρ Π±ΠΈΠΎΠΏΡΠΈΡ β ΠΌΠ°Π»ΠΎΠΈΠ½Π²Π°Π·ΠΈΠ²Π½Π°Ρ ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½Π°Ρ ΠΏΡΠΎΡΠ΅Π΄ΡΡΠ°, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠ°Ρ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΡΡ Π³ΠΈΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΡΡ Π²Π΅ΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ Π½ΠΎΠ²ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ Π³ΡΡΠ΄Π½ΠΎΠΉ ΠΊΠ»Π΅ΡΠΊΠΈ. ΠΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΌΠ΅ΡΠΎΠ΄Π° Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ ΠΏΡΡΠ΅ΠΌ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠ»ΡΡΡΠ°Π·Π²ΡΠΊΠΎΠ²ΠΎΠΉ ΠΈΠ»ΠΈ ΠΠ‘ΠΠ’ Π½Π°Π²ΠΈΠ³Π°ΡΠΈΠΈ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. Π Π΅ΡΡΠΎΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· Π΄Π°Π½Π½ΡΡ
45 ΡΡΠ°Π½ΡΡΠΎΡΠ°ΠΊΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΡ-Π±ΠΈΠΎΠΏΡΠΈΠΉ ΠΏΠΎΠ΄ Π£Π-Π½Π°Π²ΠΈΠ³Π°ΡΠΈΠ΅ΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ Ρ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ΠΌ ΡΠΎΠ±ΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ, ΡΠ²ΡΠ·Π°Π½Π½ΠΎΠΉ Ρ ΠΌΡΠ»ΡΡΠΈΡΠΏΠΈΡΠ°Π»ΡΠ½ΡΠΌ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΡΠΌ ΡΠΎΠΌΠΎΠ³ΡΠ°ΡΠΎΠΌ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠ±Π° ΠΌΠ΅ΡΠΎΠ΄Π° ΠΎΠ±Π»Π°Π΄Π°ΡΡ ΡΡΠ°Π²Π½ΠΈΠΌΡΠΌΠΈ Π΄ΠΎΠ»ΡΠΌΠΈ ΠΎΡΠ»ΠΎΠΆΠ½Π΅Π½ΠΈΠΉ ΠΈ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅Π½Π½ΠΎΡΡΡΡ Π±ΠΎΠ»Π΅Π΅ 90%, Π½ΠΎ Π½Π°Π΄Π΅ΠΆΠ½Π°Ρ Π²Π΅ΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ ΠΏΠΎΠ΄ Π£Π-Π½Π°Π²ΠΈΠ³Π°ΡΠΈΠ΅ΠΉ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½Π° ΠΏΡΠΈ Π±ΠΎΠ»ΡΡΠΈΡ
ΡΠ°Π·ΠΌΠ΅ΡΠ°Ρ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ (ΠΎΠΊΠΎΠ»ΠΎ 60 ΠΌΠΌ). Π ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ ΡΠΎΠ±ΠΎΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π½Π°Π²ΠΈΠ³Π°ΡΠΈΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΡΡ ΠΏΡΠ½ΠΊΡΠΈΡ Π±ΠΎΠ»Π΅Π΅ ΠΌΠ΅Π»ΠΊΠΈΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ, Π½ΠΎ ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ ΡΠ΄Π»ΠΈΠ½ΡΠ΅Ρ ΠΏΡΠΎΡΠ΅Π΄ΡΡΡ. ΠΠΎΠ»Ρ ΠΎΡΠ»ΠΎΠΆΠ½Π΅Π½ΠΈΠΉ ΠΏΡΠΈ Π£Π-Π½Π°Π²ΠΈΠ³Π°ΡΠΈΠΈ ΡΠΎΡΡΠ°Π²ΠΈΠ»Π° 5,3%, ΠΏΡΠΈ ΡΠΎΠ±ΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ Π½Π°Π²ΠΈΠ³Π°ΡΠΈΠΈ β 15,4%, ΡΠ΅ΠΌ Π½Π΅ ΠΌΠ΅Π½Π΅Π΅ Π½ΠΈ ΠΎΠ΄Π½ΠΎ ΠΈΠ· ΠΎΡΠ»ΠΎΠΆΠ½Π΅Π½ΠΈΠΉ Π² ΡΡΠΎΠΉ Π³ΡΡΠΏΠΏΠ΅ Π½Π΅ ΠΏΠΎΡΡΠ΅Π±ΠΎΠ²Π°Π»ΠΎ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
Π²ΠΌΠ΅ΡΠ°ΡΠ΅Π»ΡΡΡΠ². ΠΠ±ΡΠ΅ΠΌΠ° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° Π² ΡΡΠ΅Ρ
ΡΡΠΎΠ»Π±ΠΈΠΊΠ°Ρ
ΡΠΊΠ°Π½ΠΈ Π±ΡΠ»ΠΎ Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ Π΄Π»Ρ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΠΊΠ°ΠΊ ΠΈΠΌΠΌΡΠ½ΠΎΠ³ΠΈΡΡΠΎΡ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΡΠ°ΠΊ ΠΈ Π³Π΅Π½Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΡΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ. ΠΠ°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅. Π’ΡΠ°Π½ΡΡΠΎΡΠ°ΠΊΠ°Π»ΡΠ½Π°Ρ ΡΡΠ΅ΠΏΠ°Π½-Π±ΠΈΠΎΠΏΡΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠΌ Π²ΡΠ±ΠΎΡΠ° Π΄Π»Ρ Π³ΠΈΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π²Π΅ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΊΡΡΠΏΠ½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ Π³ΡΡΠ΄Π½ΠΎΠΉ ΠΏΠΎΠ»ΠΎΡΡΠΈ, Π½Π΅ ΠΈΠΌΠ΅ΡΡΠΈΡ
ΠΏΠΎΠ»ΠΎΡΡΠ΅ΠΉ Π΄Π΅ΡΡΡΡΠΊΡΠΈΠΈ, ΡΠΏΠ°ΡΠ½Π½ΡΡ
Ρ Π³ΡΡΠ΄Π½ΠΎΠΉ ΡΡΠ΅Π½ΠΊΠΎΠΉ, ΡΠ°ΠΊ ΠΊΠ°ΠΊ Ρ ΡΠ°ΠΊΠΈΡ
ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² ΠΈΠΌΠ΅Π΅ΡΡΡ Π½ΠΈΠ·ΠΊΠΈΠΉ ΡΠΈΡΠΊ ΠΎΡΠ»ΠΎΠΆΠ½Π΅Π½ΠΈΠΉ ΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΠ΅ Π½Π΅ΠΎΠ΄Π½ΠΎΠΊΡΠ°ΡΠ½ΠΎΠΉ Π±ΠΈΠΎΠΏΡΠΈΠΈ. Π ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ ΡΠ°ΠΊΠΈΠ΅ ΠΏΠ°ΡΠΈΠ΅Π½ΡΡ ΠΏΠ»ΠΎΡ
ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΡΡ Π΄Π»Ρ Π²ΠΈΠ΄Π΅ΠΎΡΠΎΡΠ°ΠΊΠΎΡΠΊΠΎΠΏΠΈΠΈ ΠΈΠ·-Π·Π° ΠΊΡΡΠΏΠ½ΡΡ
ΡΠ°Π·ΠΌΠ΅ΡΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ ΠΈ ΡΠΏΠ°Π΅ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, ΠΊΠΎΡΠΎΡΡΠΉ Π·Π°ΠΌΠ΅ΡΠ½ΠΎ ΡΠ΄Π»ΠΈΠ½ΡΠ΅Ρ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΡ ΠΈ ΠΎΡΠ»ΠΎΠΆΠ½ΡΠ΅Ρ Π²ΠΈΠ·ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡ. ΠΡΠΈ Π½Π°Π»ΠΈΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ, ΠΈΠ½Π²Π°Π·ΠΈΡΡΡΡΠΈΡ
Π³ΡΡΠ΄Π½ΡΡ ΡΡΠ΅Π½ΠΊΡ, Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΌΠΎΠΆΠ½ΠΎ ΡΡΠΈΡΠ°ΡΡ Π£Π-Π½Π°Π²ΠΈΠ³Π°ΡΠΈΡ, ΠΊΠ°ΠΊ Π±ΡΡΡΡΡΠΉ ΠΈ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΡΠΉ Π΄Π»Ρ ΠΏΠ°ΡΠΈΠ΅Π½ΡΠ° ΠΈ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»Π° ΠΌΠ΅ΡΠΎΠ΄. ΠΡΠΈ Π½Π°Π»ΠΈΡΠΈΠΈ ΠΈΠ½ΡΡΠ°ΠΏΠ°ΡΠ΅Π½Ρ
ΠΈΠΌΠ°ΡΠΎΠ·Π½ΡΡ
Π½Π΅Π±ΠΎΠ»ΡΡΠΈΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ ΡΡΠ΅Π±ΡΠ΅ΡΡΡ ΠΏΡΠ΅ΡΠΈΠ·ΠΈΠΎΠ½Π½ΠΎΡΡΡ ΠΈ Π²ΠΈΠ·ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡ, ΠΏΠΎΠ»ΡΡΠ°Π΅ΠΌΠ°Ρ ΠΏΡΠΈ ΠΠ‘ΠΠ’-Π½Π°Π²Π΅Π΄Π΅Π½ΠΈΠΈ