179 research outputs found
Juvenile Crime Prevention as One of the Tasks Detention Centers
The article deals with juvenile crime prevention. Recommendations for improvement in carrying out such preventive action
Digitalization in Museum Researches: on the Material of the Mezzo-Tinto EMIA Collection
Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΉ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ ΡΡΡΠ΅ΠΌΠΈΡΡΡ ΠΊΒ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΠ΅Ρ
ΡΡΠ΅Ρ ΠΆΠΈΠ·Π½ΠΈ ΠΈ ΠΊΡΠ»ΡΡΡΡΡ, ΠΎΡΡΡΠ΄Π° ΡΡΡΠ΅ΠΌΠ»Π΅Π½ΠΈΠ΅ ΡΠΎΠ·Π΄Π°Π²Π°ΡΡ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ Π±Π°Π·Ρ Π΄Π°Π½Π½ΡΡ
ΠΈΒ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ, ΡΠΏΠΎΡΠΎΠ±Π½ΡΠ΅ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ ΠΏΠΎΠ»ΡΡΠ°Π΅ΠΌΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ, Π²Β ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΡΡ. ΠΒ ΠΠΊΠ°ΡΠ΅ΡΠΈΠ½Π±ΡΡΠ³ΡΠΊΠΎΠΌ ΠΌΡΠ·Π΅Π΅ ΠΈΠ·ΠΎΠ±ΡΠ°Π·ΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΠΈΡΠΊΡΡΡΡΠ² (ΠΠΠΠ) ΡΒ 2011Β Π³. ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΡΡΡ ΡΠ΅ΡΡΠΈΠ²Π°Π»Ρ, ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π½ΡΠΉ ΡΠ΅Π΄ΠΊΠΎΠΉ Π²Β ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΈΡΠΊΡΡΡΡΠ²Π΅ ΠΏΠ΅ΡΠ°ΡΠ½ΠΎΠΉ ΡΠ΅Ρ
Π½ΠΈΠΊΠ΅Β β ΠΌΠ΅ΡΡΠΎ-ΡΠΈΠ½ΡΠΎ. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΠΈΠ΄Π΅Ρ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΠΎΠΉ Π±Π°Π·Ρ Π΄Π°Π½Π½ΡΡ
Π΄Π»Ρ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΊΠΎΠ»Π»Π΅ΠΊΡΠΈΠΈ ΠΌΠ΅ΡΡΠΎ-ΡΠΈΠ½ΡΠΎ Π²Β ΠΌΡΠ·Π΅Π΅ ΡΒ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΠ°, ΡΡΠΎ ΠΏΠΎΠΌΠΎΠΆΠ΅Ρ Π±ΠΎΠ»Π΅Π΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ, ΡΡΠ°Π²Π½ΠΈΠ²Π°ΡΡ Π΅Π΅, ΡΠ»Π°Π²Π»ΠΈΠ²Π°ΡΡ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΠΈΒ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ, ΠΏΡΠΈ ΡΡΠΎΠΌ ΠΈΡΠΊΠ»ΡΡΠ°Ρ Π½Π°Β ΡΡΠ°ΠΏΠ΅ ΠΎΡΠ±ΠΎΡΠ° ΡΠ°ΠΊΡΠΎΡ ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΈΒ ΡΠ»ΡΡΠ°ΠΉΠ½ΠΎΡΡΠΈ.Modern man seeks to rationalize all spheres of life and culture, hence the desire to create various databases and programs that can systematize the information received, including visual. Since 2011, the Yekaterinburg Museum of fine arts has been hosting a festival dedicated to mezzotint, a rare printing technique in modern art. The idea of creating an electronic database to systematize the mezzotint collection in the Museum using artificial intelligence methods is proposed. this will help to analyze information more effectively, compare it, and catch trends and changes, while eliminating the factor of subjectivity and randomness at the selection stage
Πdvantages and disadvantages of digitalization of liberal education
The relevance of the problem of digitalization of liberal education is caused, on the one hand by the reduction of classroom classes in the humanities (History, Cultural studies, Foreign language, etc.) in higher school and the demand for autonomous students training; ΠΎn the other hand there are advantages of digitalization in the global world, which can enrich and diversify traditional education. The article authors consider that this process has problem areas too. Research objectives are: to consider the means and properties of information educational technologies; to analyze the theoretical works about educational digitalization; to determine advantages and disadvantages of the digital technologies use in the learning process. The main research method is the analysis and synthesis of theoretical research, the presentation of provisions about the functional and motivational aspects of digital technologies; about the need for their use in the educational process at the University. The authors propose to study the historical heritage through information and communication technologies, to focus on notable phenomena of world history, to follow the students self-reflection, internal motivation for self-improvement of modern generation, the maximum realization of its potential and high-tech achievements. The empirical material was a long-term experience of teaching the humanities using information and communication technologies at Ogarev Mordovia State University and on postgraduate studies at Research Institute by the Government of the Republic of Mordovia. This article differs from the other researches by the universality of the scientific approach, by the conclusions novelty and schematic visualization of scientific results. The authors clearly presented the advantages of digital technologies, which include many different tools for autonomous learning and simplify the holding of the classes. Thus, it is advisable to use the digital technologies in the educational process
Art and the twenty-first century pandemic: crisis or opportunity?
Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ, ΠΏΡΠΎΡΠ²ΠΈΠ²ΡΠΈΠ΅ΡΡ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠΌ ΠΈΡΠΊΡΡΡΡΠ²Π΅ Π²ΠΎ Π²ΡΠ΅ΠΌΡ ΠΏΠ°Π½Π΄Π΅ΠΌΠΈΠΈ Π‘OVID-19 Π² 2020 Π³. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠ΅ ΠΎΠ½Π»Π°ΠΉΠ½-ΠΏΡΠΎΠ΅ΠΊΡΡ, ΠΈΠΌΠ΅ΡΡΠΈΠ΅ ΠΊΠ°ΠΊ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΡΠΉ Ρ
ΡΠ΄ΠΎΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ, ΡΠ°ΠΊ ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠ΅ΡΠ°ΠΏΠ΅Π²ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ.The report examines the characteristic trends that have emerged in contemporary visual art during the COVID-19 pandemic in 2020. The article analyzes international online projects that have both independent artistic and social-therapeutic character
ΠΠ‘Π’ΠΠ ΠΠΠ-ΠΠΠ£Π§ΠΠ«Π ΠΠ ΠΠΠΠΠ‘Π«ΠΠΠ ΠΠΠ ΠΠΠΠΠΠΠΠ― ΠΠΠΠ―Π’ΠΠ― ΠΠΠΠ ΠΠ Π«ΠΠΠΠΠ ΠΠΠ ΠΠΠΠΠΠΠΠ―
The author specifies the tendencies of the modern society development, which are globalization, integration, internationalization and demographic instability. The tendencies require from a man, who lives in a fast changing world, an ability to find and make independent decisions, to take responsibility for the actions, to apply the necessary competences in the professional area for increasing own competitiveness. The paper pays attention to the necessity of developing lifelong learning, which is formulated and fixed in the National educational doctrine of the Russian Federation up to 2025, Concepts of long-term socioeconomic development of the Russian Federation up to 2020, and Concepts of the Federal law βOn education in the Russian Federationβ, where necessity of conditions for βparticipation in lifelong learningβ is specified and emphasized. Education is one of the social substructures and, therefore, it is considered as a social institution. The content of lifelong learning is a factor of society and its transfer from one stage to another one. Development and functioning of lifelong learning is determined by economic, political, social, cultural and other factors and conditions of the society. Generally, education is defined as formation of man in the image and likeness. The sources of the concept βeducationβ go back to the early Middle Ages, they are connected with the concept βimageβ. Beginning with the Renaissance, when a man became a value, education has been considered as a way of a manβs self-development. Education combines teaching and up-bringing (self-education) as internalization of social values (standards, rules, traditions and commandments), shared by all its members. The connection of teaching and up-bringing is inseparable. βBoth teaching and up-bringing are unbreakable, - L. N. Tolstoy pointed out, - it is impossible to bring up without imparting knowledge, and all the knowledge has upbringing influenceβ [1, p. 109]. Education (being, managed from outside by self-education, otherwise, by building the image of βIβ) can be considered in three interrelated aspects, which assume educational system, educational process, and individual or collective result of the process (if we speak about the education of a concrete person, his/her accomplishments).Π’Π΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° - Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΡ, ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΡ, ΠΈΠ½ΡΠ΅ΡΠ½Π°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΡ, Π΄Π΅ΠΌΠΎΠ³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π½Π΅ΡΡΠ°Π±ΠΈΠ»ΡΠ½ΠΎΡΡΡ - ΡΡΠ΅Π±ΡΡΡ ΠΎΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΠΆΠΈΠ²ΡΡΠ΅Π³ΠΎ Π² Π±ΡΡΡΡΠΎ ΠΌΠ΅Π½ΡΡΡΠ΅ΠΌΡΡ ΠΌΠΈΡΠ΅, ΡΠΌΠ΅Π½ΠΈΡ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡ ΠΈ ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡ ΡΠ΅ΡΠ΅Π½ΠΈΡ, Π±ΡΠ°ΡΡ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΡ Π·Π° ΡΠ²ΠΎΠΈ ΠΏΠΎΡΡΡΠΏΠΊΠΈ, ΠΎΠ±Π»Π°Π΄Π°ΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΡΠΌΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡΠΌΠΈ Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅ΡΠ΅ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π΄Π»Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΠ²ΠΎΠ΅ΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ. ΠΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡ Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΡΠΈΠΊΡΠΈΡΠΎΠ²Π°Π½Π° Π² ΠΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄ΠΎΠΊΡΡΠΈΠ½Π΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ Π΄ΠΎ 2025 Π³ΠΎΠ΄Π°, ΠΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ Π΄ΠΎΠ»Π³ΠΎΡΡΠΎΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ Π½Π° ΠΏΠ΅ΡΠΈΠΎΠ΄ Π΄ΠΎ 2020 Π³ΠΎΠ΄Π°, Π² ΠΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠ° ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π·Π°ΠΊΠΎΠ½Π° Β«ΠΠ± ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ Π² Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈΒ». Π ΡΡΠΈΡ
Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠ°Ρ
ΠΎΡΠΌΠ΅ΡΠ°Π΅ΡΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΡΡΠ»ΠΎΠ²ΠΈΠΉ Β«Π΄Π»Ρ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΡΡΠ°ΡΡΠΈΡ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈΒ».ΠΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠ΄Π½ΠΎΠΉ ΠΈΠ· ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΏΠΎΠ΄ΡΡΡΡΠΊΡΡΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°, ΠΈ ΠΏΠΎΡΡΠΎΠΌΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΊΠ°ΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ ΠΈΠ½ΡΡΠΈΡΡΡ. Π‘ΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ - ΠΈΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°, ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄Π° ΠΎΡ ΠΎΠ΄Π½ΠΎΠΉ Π΅Π³ΠΎ ΡΡΠ°Π΄ΠΈΠΈ ΠΊ Π΄ΡΡΠ³ΠΎΠΉ. Π Π°Π·Π²ΠΈΡΠΈΠ΅ ΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½ΠΎ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ, ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ, ΠΊΡΠ»ΡΡΡΡΠ½ΡΠΌΠΈ ΠΈ Π΄ΡΡΠ³ΠΈΠΌΠΈ ΡΠ°ΠΊΡΠΎΡΠ°ΠΌΠΈ ΠΈ ΡΡΠ»ΠΎΠ²ΠΈΡΠΌΠΈ ΡΡΡΠ΅ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°. ΠΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΠΎ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΠΊΠ°ΠΊ ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΏΠΎ ΠΎΠ±ΡΠ°Π·ΡΡ ΠΈ ΠΏΠΎΠ΄ΠΎΠ±ΠΈΡ. ΠΡΡΠΎΠΊΠΈ ΠΏΠΎΠ½ΡΡΠΈΡ Β«ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅Β» Π½Π°Ρ
ΠΎΠ΄ΡΡΡΡ Π² ΡΠ°Π½Π½Π΅ΠΌ Π‘ΡΠ΅Π΄Π½Π΅Π²Π΅ΠΊΠΎΠ²ΡΠ΅, ΠΎΠ½ΠΈ ΡΠ²ΡΠ·Π°Π½Ρ Ρ ΠΏΠΎΠ½ΡΡΠΈΠ΅ΠΌ Β«ΠΎΠ±ΡΠ°Π·Β». ΠΠ°ΡΠΈΠ½Π°Ρ Ρ ΡΠΏΠΎΡ
ΠΈ ΠΠΎΠ·ΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ, ΠΊΠΎΠ³Π΄Π° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΡΠ΅Π½Π½ΠΎΡΡΡΡ, ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΊΠ°ΠΊ ΡΠΏΠΎΡΠΎΠ± Π΅Π³ΠΎ ΡΠ°ΠΌΠΎΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΠ±ΡΠ΅Π΄ΠΈΠ½ΡΠ΅Ρ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ ΠΈ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠ΅ (ΡΠ°ΠΌΠΎΠ²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠ΅) ΠΊΠ°ΠΊ ΠΈΠ½ΡΠ΅ΡΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° (Π½ΠΎΡΠΌΡ, ΠΏΡΠ°Π²ΠΈΠ»Π°, ΡΡΠ°Π΄ΠΈΡΠΈΠΈ, Π·Π°ΠΏΠΎΠ²Π΅Π΄ΠΈ), ΡΠ°Π·Π΄Π΅Π»ΡΠ΅ΠΌΡΡ
Π²ΡΠ΅ΠΌΠΈ Π΅Π³ΠΎ ΡΠ»Π΅Π½Π°ΠΌΠΈ. Π‘Π²ΡΠ·Ρ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ Π½Π΅ΡΠ°ΡΡΠΎΡΠΆΠΈΠΌΠ°. Β«Π Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠ΅, ΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π΅ΡΠ°Π·Π΄Π΅Π»ΠΈΠΌΡ, - ΠΏΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°Π» Π. Π. Π’ΠΎΠ»ΡΡΠΎΠΉ, - Π½Π΅Π»ΡΠ·Ρ Π²ΠΎΡΠΏΠΈΡΡΠ²Π°ΡΡ, Π½Π΅ ΠΏΠ΅ΡΠ΅Π΄Π°Π²Π°Ρ Π·Π½Π°Π½ΠΈΠΉ, Π²ΡΡΠΊΠΎΠ΅ ΠΆΠ΅ Π·Π½Π°Π½ΠΈΠ΅ Π΄Π΅ΠΉΡΡΠ²ΡΠ΅Ρ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΒ» [1, Ρ. 109]. ΠΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ (Π±ΡΠ΄ΡΡΠΈ, Π² ΡΡΡΠ½ΠΎΡΡΠΈ, ΡΠΏΡΠ°Π²Π»ΡΠ΅ΠΌΡΠΌ ΡΠ°ΠΌΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ, ΠΈΠ½Π°ΡΠ΅ Π³ΠΎΠ²ΠΎΡΡ, ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΠ΅ΠΌ ΠΎΠ±ΡΠ°Π·Π° Β«Π―Β») ΠΌΠΎΠΆΠ΅Ρ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π² ΡΠ»Π΅Π΄ΡΡΡΠΈΡ
Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Π°Π½Π½ΡΡ
ΠΏΠ»Π°Π½Π°Ρ
: ΠΊΠ°ΠΊ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½Π°Ρ ΡΠΈΡΡΠ΅ΠΌΠ°, ΠΊΠ°ΠΊ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ, ΠΊΠ°ΠΊ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠΉ ΠΈΠ»ΠΈ ΠΊΠΎΠ»Π»Π΅ΠΊΡΠΈΠ²Π½ΡΠΉ (ΡΠΎΠ²ΠΎΠΊΡΠΏΠ½ΡΠΉ) ΡΠ΅Π·ΡΠ»ΡΡΠ°Ρ ΡΠ°ΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° (Π΅ΡΠ»ΠΈ ΡΠ΅ΡΡ ΠΈΠ΄Π΅Ρ ΠΎΠ± ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° - Π΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ)
Π ΠΠ€ΠΠΠΠ‘ΠΠΠΠ-ΠΠ ΠΠ€ΠΠ‘Π‘ΠΠΠΠΠΠ¬ΠΠΠ― ΠΠΠΠΠΠ’ΠΠΠ’ΠΠΠ‘Π’Π¬ Π ΠΠΠΠ ΠΠ Π«ΠΠΠΠ ΠΠΠΠΠΠΠ¦ΠΠΠΠΠΠ ΠΠΠ ΠΠΠΠΠΠΠΠ. Π§. 2
The idea of development of reflexive-professional competence in the lifelong innovative learning is expressed by the call of the time as the current and forecasted development of human civilization is regarded in relation to the accelerated growth of the mankind intellectual potential and the achievement of a new state of human spiritual culture.The complex pedagogical, psychological and acmeological research of such a complicated fundamental problem, as the development of reflexive-professional competence in the lifelong innovative learning, rests on conceptual theoretical achievements of modern higher education, which requires considering the methodology of interaction of the Humanities and their interconnections with professional practice. The strategic factor of reflexive-professional competence in the lifelong innovative learning is the cultivation of reflection and competence. In this context, the development of reflexive-professional competence in the lifelong innovative learning becomes the subject matter of special complex research. The development of reflexive-professional competence in the lifelong innovative learning is of consistent nature and lies in the fact that reflection serves as a mechanism for analyzing professional experience, contributes to overcoming the difficulties in professional area, determines the development of professional competences, creates the conditions for personal and professional development and directly correlates with acmeological achievements of a person. Reflection as a condition of reflexive professional competence, as a mechanism of analyzing experience and, finally, as a component in the structure of professional abilities is an invariable definition of continuing innovative education.ΠΠ΄Π΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ Π΅ΡΡΡ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΠ΅ Π½Π°ΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π²Π΅Π»Π΅Π½ΠΈΡ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ, ΠΈΠ±ΠΎ ΡΠ΅Π³ΠΎΠ΄Π½ΡΡΠ½ΠΈΠΉ ΠΈ ΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΡΠ΅ΠΌΡΠΉ Π½Π° Π±Π»ΠΈΠΆΠ°ΠΉΡΠΈΠ΅ Π΄Π΅ΡΡΡΠΈΠ»Π΅ΡΠΈΡ ΡΡΠΎΠ²Π΅Π½Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΠ²ΠΈΠ»ΠΈΠ·Π°ΡΠΈΠΈ Π½Π΅ΠΎΡΠ΄Π΅Π»ΠΈΠΌ ΠΎΡ ΡΡΠΊΠΎΡΠ΅Π½Π½ΠΎΠ³ΠΎ Π½Π°ΡΠ°ΡΠΈΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΡΠ²Π°, ΠΎΡ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ Π½ΠΎΠ²ΠΎΠ³ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ Π΅Π³ΠΎ Π΄ΡΡ
ΠΎΠ²Π½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ. ΠΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅, ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-Π°ΠΊΠΌΠ΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ»ΠΎΠΆΠ½ΠΎΠΉ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΊΠ°ΠΊ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΠΏΠΈΡΠ°Π΅ΡΡΡ Π½Π° ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΠΎ-ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΠΎ ΡΡΠ΅Π±ΡΠ΅Ρ ΡΡΠ΅ΡΠ° ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
Π½Π°ΡΠΊ ΠΈ ΠΈΡ
Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΠΈ Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎΠΉ. Π‘ΠΈΡΡΠ΅ΠΌΠΎΠΎΠ±ΡΠ°Π·ΡΡΡΠΈΠΌ ΡΠ°ΠΊΡΠΎΡΠΎΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΊΡΠ»ΡΡΠΈΠ²ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠΈ ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ. Π ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΈΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π Π°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ Π½ΠΎΡΠΈΡ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΈ ΡΠΎΡΡΠΎΠΈΡ Π² ΡΠΎΠΌ, ΡΡΠΎ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΡ ΡΠ»ΡΠΆΠΈΡ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠΌ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ°, ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΡΡΡΠ΄Π½ΠΎΡΡΠ΅ΠΉ Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, Π΄Π΅ΡΠ΅ΡΠΌΠΈΠ½ΠΈΡΡΠ΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ, ΡΠΎΠ·Π΄Π°Π΅Ρ ΡΡΠ»ΠΎΠ²ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈ ΠΏΡΡΠΌΠΎ ΠΊΠΎΡΡΠ΅Π»ΠΈΡΡΠ΅Ρ Ρ Π°ΠΊΠΌΠ΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡΠΌΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°. Π Π΅ΡΠ»Π΅ΠΊΡΠΈΡ ΠΊΠ°ΠΊ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ, ΠΊΠ°ΠΊ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌ Π°Π½Π°Π»ΠΈΠ·Π° ΠΎΠΏΡΡΠ° ΠΈ, Π½Π°ΠΊΠΎΠ½Π΅Ρ, ΠΊΠ°ΠΊ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ Π² ΡΡΡΡΠΊΡΡΡΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎΠΉ Π΄Π΅ΡΠΈΠ½ΠΈΡΠΈΠ΅ΠΉ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ
Π ΠΠ€ΠΠΠΠ‘ΠΠΠΠ-ΠΠ ΠΠ€ΠΠ‘Π‘ΠΠΠΠΠΠ¬ΠΠΠ― ΠΠΠΠΠΠ’ΠΠΠ’ΠΠΠ‘Π’Π¬ Π ΠΠΠΠ ΠΠ Π«ΠΠΠΠ ΠΠΠΠΠΠΠ¦ΠΠΠΠΠΠ ΠΠΠ ΠΠΠΠΠΠΠΠ. Π§.1
The idea of developing reflexive-professional competence in lifelong innovative learning is the expression of the imperative of our time, because the present level of development of human civilization and the level predictable for next decades are inseparable from accelerated growth of the intellectual potential of mankind and from achieving a qualitatively new state of its spiritual culture. Complex pedagogical, psychological and acmeological research of such a complicated fundamental problem, as the development of reflexive-professional competence in lifelong innovative lerning, rests on conceptual theoretical achievements of modern higher education, which requires taking into account the methodology of interaction of the Humanities and their interconnections with professional practice. The systematically important factor of developing reflexive-professional competence in lifelong innovative lerning is the cultivation of reflection and competence. In this context, development of reflexive-professional competence in lifelong innovative learning becomes the subject matter of specific complex research. Development of reflexive-professional competence in lifelong innovative learning is of consistent nature and lies in the fact that reflection serves as a mechanism for analyzing professional experience, contributes into overcoming difficulties in professional activity, determines the development of professional competences, creates conditions for personal and professional development and directly correlates with acmeological achievements of a person. Reflection as a condition of developing reflexive professional competence, as a mechanism of analyzing experience and, finally, as a component in the structure of professional abilities is an invariable definition of continuing innovative education.ΠΠ΄Π΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ Π΅ΡΡΡ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΠ΅ Π½Π°ΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π²Π΅Π»Π΅Π½ΠΈΡ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ, ΠΈΠ±ΠΎ ΡΠ΅Π³ΠΎΠ΄Π½ΡΡΠ½ΠΈΠΉ ΠΈ ΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΡΠ΅ΠΌΡΠΉ Π½Π° Π±Π»ΠΈΠΆΠ°ΠΉΡΠΈΠ΅ Π΄Π΅ΡΡΡΠΈΠ»Π΅ΡΠΈΡ ΡΡΠΎΠ²Π΅Π½Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΠ²ΠΈΠ»ΠΈΠ·Π°ΡΠΈΠΈ Π½Π΅ΠΎΡΠ΄Π΅Π»ΠΈΠΌ ΠΎΡ ΡΡΠΊΠΎΡΠ΅Π½Π½ΠΎΠ³ΠΎ Π½Π°ΡΠ°ΡΠΈΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΡΠ²Π°, ΠΎΡ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ Π½ΠΎΠ²ΠΎΠ³ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ Π΅Π³ΠΎ Π΄ΡΡ
ΠΎΠ²Π½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ. ΠΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅, ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-Π°ΠΊΠΌΠ΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ»ΠΎΠΆΠ½ΠΎΠΉ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΊΠ°ΠΊ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΠΏΠΈΡΠ°Π΅ΡΡΡ Π½Π° ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΠΎ-ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΠΎ ΡΡΠ΅Π±ΡΠ΅Ρ ΡΡΠ΅ΡΠ° ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
Π½Π°ΡΠΊ ΠΈ ΠΈΡ
Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΠΈ Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎΠΉ. Π‘ΠΈΡΡΠ΅ΠΌΠΎΠΎΠ±ΡΠ°Π·ΡΡΡΠΈΠΌ ΡΠ°ΠΊΡΠΎΡΠΎΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΊΡΠ»ΡΡΠΈΠ²ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠΈ ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ. Π ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΈΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π Π°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ Π½ΠΎΡΠΈΡ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΈ ΡΠΎΡΡΠΎΠΈΡ Π² ΡΠΎΠΌ, ΡΡΠΎ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΡ ΡΠ»ΡΠΆΠΈΡ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠΌ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ°, ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΡΡΡΠ΄Π½ΠΎΡΡΠ΅ΠΉ Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, Π΄Π΅ΡΠ΅ΡΠΌΠΈΠ½ΠΈΡΡΠ΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ, ΡΠΎΠ·Π΄Π°Π΅Ρ ΡΡΠ»ΠΎΠ²ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈ ΠΏΡΡΠΌΠΎ ΠΊΠΎΡΡΠ΅Π»ΠΈΡΡΠ΅Ρ Ρ Π°ΠΊΠΌΠ΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡΠΌΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°. Π Π΅ΡΠ»Π΅ΠΊΡΠΈΡ ΠΊΠ°ΠΊ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ, ΠΊΠ°ΠΊ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌ Π°Π½Π°Π»ΠΈΠ·Π° ΠΎΠΏΡΡΠ° ΠΈ, Π½Π°ΠΊΠΎΠ½Π΅Ρ, ΠΊΠ°ΠΊ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ Π² ΡΡΡΡΠΊΡΡΡΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎΠΉ Π΄Π΅ΡΠΈΠ½ΠΈΡΠΈΠ΅ΠΉ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ
Effects of pot fishing on the physical condition of snow crab (Chionoecetes opilio) and southern Tanner crab (Chionoecetes bairdi)
The effects of commercial fishing with crab pots on the physical condition of the snow crab (Chionoecetes opilio) and southern Tanner crab (C. bairdi) were investigated in the Bering Sea and in Russian waters of the Sea of Okhotsk. In crabs that were subjected to pot hauling, the presence of gas embolism and the deformation of gill lamellae were found in histopathological investigations. Crab vitality, which was characterized subjectively through observation of behavioral responses, depended on not only the number of pot hauls but also the time between hauls. Immediately after repeated pot hauls at short time intervals (β€3 days), we observed a rapid decline in vitality of crabs. When hauling intervals were increased to >3 days, the condition of crabs did not significantly change. After repeated pot hauls, concentration of the respiratory pigment hemocyanin ([Hc]) was often lower in the hemolymph of crabs than in the hemolymph of freshly caught animals. Our research
indicated that changes in [Hc] in crabs after repeated pot hauls were caused by the effects of decompression and not by starvation of crabs in pots or exposure of crabs to air. We suggest that the decrease in [Hc] in hemolymph of snow and southern Tanner crabs was a response to the adverse effects of decompression and air-bubble disease. The decrease in [Hc] in affected crabs may be a result of mechanisms that regulate internal pressure in damaged gills to optimize respiratory circulation
Comparative characterization of Leporipoxvirus membersβ reproduction in continuous cell culture
Examination of the virus-cell interactions is of both scientific and practical importance. Our study was aimed at comparative characterization of rabbit myxoma virus and Shope fibroma virus biological properties that manifested during the virus reproduction in RK-13/2-03 clonal continuous rabbit kidney cell culture. It was demonstrated that the viruses varied in infection development and cytopathic effect duration in RK-13/2-03 cell culture. Apparent lesions in cell monolayers infected by myxoma virus and fibroma virus at similar multiplicity of infection and cultivation temperature were observed on day 2 and day 3 of cultivation, respec- tively, as well as maximum cell lesions with evident degeneration were observed on day 3 and day 6 of cultivation, respectively. Myxoma virus was accumulated at titre of 6.25β6.50 lg TCID50/0,2 cm3, and Shope fibroma virusΠ° was accumulated at titre of 5.50β5.75 lg TCID50/0.2 cm3. Shope fibroma virus demonstrated suchΒ infectivity during three passages and myxoma virus demonstrated such infectivity during twenty passages. Prepared cultures were identified as myxoma virus and Shope fibroma virus with molecular genetic analysis. Tests of the viruses for their antigenic relatedness showed that antibodies against myxoma virus were able to neutralize Shope fibroma virus also. NT titres of antibodies against both viruses were similar (1:8). RK-13/2-03 cell culture was found to be highly permissive to Shope fibroma virus that had been isolated from the diseased rabbit and not been an attenuated variant
- β¦