6 research outputs found
ΠΠ»Π΅ΠΊΡΠ°Π½Π΄Ρ ΠΠΎΠ³Π΄Π°Π½ΠΎΠ²ΠΈΡ Π€ΠΎΡ Ρ β ΠΎΡΠ½ΠΎΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½ΠΈΠΊ ΠΊΠ»ΠΈΠ½ΠΈΠΊΠΎ-ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Π΅ (ΠΊ 170-Π»Π΅ΡΠΈΡ ΡΠΎ Π΄Π½Ρ ΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ)
The review is dedicated to the investigation of the role of A.B. Fokht, who was one of the most famous scientist, teacher and doctor during the period of the development of clinical oriented approach pathophysiology. The article examines new vectors in clinical medicine development of the second half of the 19th century. It is pointed out in the article that Russian scientists of that time instead of aiming at history rewriting or repeating the traditions of the West-European science finally formed their own rational ideas and tried to provide unique scientific research. What is more, the article contains biographical information about Fokhtβs family, his teachers and colleagues. The article describes the main principles of Fokhtβs scientific school, which became the most remarkable in Russia in the beginning of the 20th century, and also achievements of his followers, who had been working in the largest laboratories and chairs of Great Britain, the USA, Poland etc. Moreover the article contains information about the influence which the results of Fokhtβs research had on recognition of Russian independent medical science worldwide. The article emphasizes the Fokhtβs political and civil position against the educational and scientific reforms, which had been conducted by the Russian government in the beginning of the 20th century. Finally, the article describes Fokhtβs personality and his activities in other spheres.ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π° ΡΠΎΠ»Ρ ΠΠ»Π΅ΠΊΡΠ°Π½Π΄ΡΠ° ΠΠΎΠ³Π΄Π°Π½ΠΎΠ²ΠΈΡΠ° Π€ΠΎΡ
ΡΠ°Β β ΠΊΡΡΠΏΠ½ΠΎΠ³ΠΎ ΡΡΠ΅Π½ΠΎΠ³ΠΎ, ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°Β ΠΈΒ Π²ΡΠ°ΡΠ°Β βΒ Π²Β ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠΈ ΠΊΠ»ΠΈΠ½ΠΈΠΊΠΎ-ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡΒ Π²Β ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Π΅, ΡΡΠ°Π²ΡΠ΅Π³ΠΎ ΡΠ΄ΡΠΎΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ°ΡΠΎΡΠΈΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΊΠ°ΠΊ ΠΊΠ»ΠΈΠ½ΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π½Π°ΡΡΠ½ΠΎΠΉ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠΈΒ ΠΈΒ ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Ρ. ΠΠΏΠΈΡΠ°Π½Ρ Π²Π΅ΠΊΡΠΎΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Ρ Π²ΡΠΎΡΠΎΠΉ ΠΏΠΎΠ»ΠΎΠ²ΠΈΠ½ΡΒ XIXΒ Π²., Π²Π°ΠΆΠ½ΡΠΌ Π°ΡΠΏΠ΅ΠΊΡΠΎΠΌ ΠΊΠΎΡΠΎΡΡΡ
Π±ΡΠ»ΠΎ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΡΡΡΠ΅ΠΌΠ»Π΅Π½ΠΈΠ΅ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
Π»ΠΈΠ΄Π΅ΡΠΎΠ² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΒ ΠΊΒ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ, Π½ΠΎΒ ΠΈΒ ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π½ΠΎΠ²ΡΠΌ ΠΈΠ΄Π΅ΡΠΌ, ΡΠΎΡ
ΡΠ°Π½ΡΡ ΠΏΡΠΈ ΡΡΠΎΠΌ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡΒ ΠΈΒ ΠΎΡΠΈΠ³ΠΈΠ½Π°Π»ΡΠ½ΠΎΡΡΡ Π½Π°ΡΡΠ½ΡΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ, ΡΠ°Π·Π²ΠΈΠ²Π°Π΅ΠΌΡΡ
Β Π²Β Π ΠΎΡΡΠΈΠΈ. ΠΡΠΈΠ²Π΅Π΄Π΅Π½Ρ ΡΠ°Π½Π΅Π΅ Π½Π΅ΠΈΠ·Π²Π΅ΡΡΠ½ΡΠ΅ Π±ΠΈΠΎΠ³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ²Π΅Π΄Π΅Π½ΠΈΡΒ ΠΎΒ ΡΠ΅ΠΌΡΠ΅ Π.Π.Β Π€ΠΎΡ
ΡΠ°, Π΅Π³ΠΎ ΡΡΠΈΡΠ΅Π»ΡΡ
Β ΠΈΒ ΡΠΎΡΠ°ΡΠ½ΠΈΠΊΠ°Ρ
. ΠΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΡΠ°ΠΏΡΒ ΠΈΒ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π½Π°ΡΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Ρ Π.Π.Β Π€ΠΎΡ
ΡΠ°, ΡΡΠ°Π²ΡΠ΅ΠΉ ΠΊΡΡΠΏΠ½Π΅ΠΉΡΠ΅ΠΉΒ Π²Β Π ΠΎΡΡΠΈΠΈΒ Π²Β Π½Π°ΡΠ°Π»Π΅Β XXΒ Π²., Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ Π΅Π³ΠΎ ΡΡΠ΅Π½ΠΈΠΊΠΎΠ², ΡΠ°Π±ΠΎΡΠ°Π²ΡΠΈΡ
Β Π²Β Π²Π΅Π΄ΡΡΠΈΡ
Π»Π°Π±ΠΎΡΠ°ΡΠΎΡΠΈΡΡ
Β ΠΈΒ Π½Π° ΠΊΠ°ΡΠ΅Π΄ΡΠ°Ρ
ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
Π²ΡΠ·ΠΎΠ²Β Π²Β ΠΠ΅Π»ΠΈΠΊΠΎΠ±ΡΠΈΡΠ°Π½ΠΈΠΈ, Π‘Π¨Π, ΠΠΎΠ»ΡΡΠ΅Β ΠΈΒ Π΄ΡΡΠ³ΠΈΡ
ΡΡΡΠ°Π½. ΠΡΠΈΠ²Π΅Π΄Π΅Π½Ρ ΡΠ°ΠΊΡΡ, Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠΈΠ΅ Π.Π.Β Π€ΠΎΡ
ΡΠ° ΠΊΠ°ΠΊ Π²ΡΠ΄Π°ΡΡΠ΅Π³ΠΎΡΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°, ΡΡΠ΅Π½ΠΎΠ³ΠΎΒ ΠΈΒ ΠΊΠ»ΠΈΠ½ΠΈΡΠΈΡΡΠ°. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΎ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π°ΡΡΠ½ΡΡ
ΡΡΡΠ΄ΠΎΠ² Π.Π.Β Π€ΠΎΡ
ΡΠ° Π½Π° ΠΏΡΠΈΠ·Π½Π°Π½ΠΈΠ΅ ΡΠ°ΠΌΠΎΠ±ΡΡΠ½ΠΎΡΡΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Ρ. ΠΠΎΠΊΠ°Π·Π°Π½Π° Π²ΡΡΠΎΠΊΠ°Ρ Π³ΡΠ°ΠΆΠ΄Π°Π½ΡΠΊΠ°Ρ ΠΏΠΎΠ·ΠΈΡΠΈΡ ΡΡΠ΅Π½ΠΎΠ³ΠΎΒ ΠΈΒ Π΅Π³ΠΎ ΠΏΡΠΎΡΠΈΠ²ΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ ΡΠ΅ΡΠΎΡΠΌΠ°ΠΌΒ Π²ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈΒ ΠΈΒ Π½Π°ΡΠΊΠ΅Β Π²Β Π½Π°ΡΠ°Π»Π΅ Π₯Π₯Β Π²., ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠΌΡΠΌ ΠΏΡΠ°Π²ΠΈΡΠ΅Π»ΡΡΡΠ²ΠΎΠΌ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΠΈΠΌΠΏΠ΅ΡΠΈΠΈ. ΠΡΠ²Π΅ΡΠ΅Π½Ρ ΠΌΠ½ΠΎΠ³ΠΎΠ³ΡΠ°Π½Π½ΠΎΡΡΡ Π΅Π³ΠΎ ΡΠ°Π»Π°Π½ΡΠ»ΠΈΠ²ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈΒ ΠΈΒ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ Π²Π½Π΅ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Ρ
ΠΠ½ΡΠ΅Π³ΡΠΈΡΠΎΠ²Π°Π½Π½Π°Ρ ΡΠΈΡΡΠ΅ΠΌΠ° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π½Π°ΡΡΠ½ΡΡ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ ΠΊΠ°Π΄ΡΠΎΠ² Π‘Π΅ΡΠ΅Π½ΠΎΠ²ΡΠΊΠΎΠ³ΠΎ Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°
Background: The article describes the issue of theoretical proof and experimental testing of the developed approach to optimization of fostering young generations of scientists and optimizing their individual career path. Aims: The aim of the article was to analyze the efficacy of the program of integration of high school students of medical school classes into the global system of training of young scientists.
Materials and methods: The general scientific methods were used, such as analysis and synthesis, field experiment and social research, which included survey conduction, education and control testing of high school students of medical preprofessional classes.
Results: Authors revealed the efficacy of implemented model of organization of educational process, which was based on the integration of high school students of medical classes into the global system of researchers training and which created a specialized environment for rapid individual professional development.
Conclusions: The conducted research proved the efficacy of the personalized approach to gradual teaching of basic research competencies.ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅. Π Π°Π±ΠΎΡΠ° ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ²Π΅ΡΠΊΠ΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π΅Π΄ΠΈΠ½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π½Π°ΡΡΠ½ΡΡ
ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΠΊΠ°Π΄ΡΠΎΠ² ΠΈ ΠΎΠΏΡΠΈΠΌΠΈΠ·Π°ΡΠΈΠΈ ΠΈΡ
ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΡΠ°Π΅ΠΊΡΠΎΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°. Π‘ΠΈΡΡΠ΅ΠΌΠ° ΠΎΡΠ½ΠΎΠ²Π°Π½Π° Π½Π° ΠΏΠΎΡΡΠ°ΠΏΠ½ΠΎΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ Π±Π°Π·ΠΎΠ²ΡΡ
Π½Π°ΡΡΠ½ΠΎ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Ρ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΠΏΡΠ΅Π΄ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠ»Π°ΡΡΠΎΠ², ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π‘Π΅ΡΠ΅Π½ΠΎΠ²ΡΠΊΠΎΠ³ΠΎ Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°.
Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ Π΅Π΄ΠΈΠ½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π½Π°ΡΡΠ½ΡΡ
ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΠΊΠ°Π΄ΡΠΎΠ² Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΡ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΏΡΠ΅Π΄ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠ»Π°ΡΡΠΎΠ² Π² Π·Π°ΠΌΠΊΠ½ΡΡΡΠΉ ΡΠΈΠΊΠ» (ΡΠΊΠΎΠ»Π°ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ½Π°ΡΡΠ½ΠΎ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠ°Ρ Π»Π°Π±ΠΎΡΠ°ΡΠΎΡΠΈΡ), ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΠΉ Π² Π‘Π΅ΡΠ΅Π½ΠΎΠ²ΡΠΊΠΎΠΌ Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅.
ΠΠ΅ΡΠΎΠ΄Ρ. ΠΡΠΈΠΌΠ΅Π½ΡΠ»ΠΈΡΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΠ΅ Π½Π°ΡΡΠ½ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ β Π°Π½Π°Π»ΠΈΠ· ΠΈ ΡΠΈΠ½ΡΠ΅Π·, ΠΏΠΎΠ»Π΅Π²ΡΠ΅ ΠΈ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΡΠ΅ Π²ΠΊΠ»ΡΡΠ°Π»ΠΈ Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅, Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅ ΠΈ ΠΊΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΠΎΠ΅ ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΠ°ΡΡΠ΅ΠΊΠ»Π°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΠΏΡΠ΅Π΄ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠ»Π°ΡΡΠΎΠ².
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π Ρ
ΠΎΠ΄Π΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΡΠ²Π»Π΅Π½Π° Π²ΡΡΠΎΠΊΠ°Ρ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° Ρ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ΅ΠΉ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΠΏΡΠ΅Π΄ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠ»Π°ΡΡΠΎΠ² Π² Π΅Π΄ΠΈΠ½ΡΡ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π½Π°ΡΡΠ½ΡΡ
ΠΊΠ°Π΄ΡΠΎΠ² Π‘Π΅ΡΠ΅Π½ΠΎΠ²ΡΠΊΠΎΠ³ΠΎ Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΈ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΡΡΠ΅Π΄Ρ Π΄Π»Ρ ΡΡΠΊΠΎΡΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°.
ΠΠ°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅. ΠΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠ΄ΠΈΠ»ΠΎ ΡΠ΅Π»Π΅ΡΠΎΠΎΠ±ΡΠ°Π·Π½ΠΎΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π΄Π»Ρ ΠΏΠΎΡΡΠ°ΠΏΠ½ΠΎΠ³ΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π±Π°Π·ΠΎΠ²ΡΡ
Π½Π°ΡΡΠ½ΠΎ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΠΈΠ½ΡΠ΅Π³ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π½Π°ΡΡΠ½ΡΡ
ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΠΊΠ°Π΄ΡΠΎΠ²
Psychological factors of the readiness of teachers to ensure social security in the educational environment.
The negative sociocultural transformations that are taking place in modern society and the resulting psychological transformation of personality and mode of life strongly require searching for ways of providing social safety to the next generation, with teachers being the implementers of this process. Teachersβ professionalism is determined by their willingness to solve personal and socially relevant problems, including the willingness to provide social security for other people, to thwart social risks, and to build constructive interpersonal relationships.
The aim of our research was to reveal and to analyze the psychological factors affecting the readiness of teachers to ensure social security in educational environments.
The environmental factors of social risk have been theoretically characterized. It has been shown that the essential factor in ensuring studentsβ social security is providing a safe social environment in educational institutions; such an environment provides the learners and the teachers with sociopsychological security and psychosocial well-being. The empirical part of our study was devoted to identifying negative social phenomena in the schools in the Ivanovo region (with the help of a questionnaire administered to 700 students) and to identifying the personally and professionally important qualities of the teachers and the subjective psychological factors of their readiness to ensure social security in the educational environment (through interviewing 300 teachers); the administration of the questionnaires and the interviewing were followed by an assessment of their significance (with the help of a questionnaire administered to 140 teachers). Using factor analysis we identified the relevant indicators and grouped them into six factors of the readiness of teachers to ensure a safe educational environment.
Relevant personal and professional qualities of teachers were revealed; these are the subjective factors of the readiness of a teacher to ensure social security in the educational environment: social anticipation, resistance to sociopsychological stress, social tolerance, professional orientation, responsibility, communication skills.
Data were collected in the analytical and experimental studies to determine ways to improve the organization of educational processes in order to ensure the social security of students and society in general. The identified psychological factors, their relative weight, and content must be considered when designing a system for training teachers and developing in them the required personal and professional qualities
ΠΠΌΠΈΠΊΡΠ½ΡΠ΅ ΡΠ΅Ρ Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π² ΡΠΊΡΠΈΠ½ΠΈΠ½Π³Π΅ ΠΏΠΎΠ²ΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡ ΠΏΠΎΡΠ΅ΠΊ Ρ Π΄Π΅ΡΠ΅ΠΉ Ρ Π²ΡΠΎΠΆΠ΄Π΅Π½Π½ΡΠΌΠΈ ΡΡΠΎΠΏΠ°ΡΠΈΡΠΌΠΈ
Background: Primary vesicoureteral reflux (VUR) is the most common congenital uropathy (CU) in children, leading to the development of reflux nephropathy and chronic kidney disease, reaching the terminal stage in 25-60% of patients. The insufficient sensitivity of modern methods of instrumental and laboratory diagnostics of the initial stages of renal parenchyma damage dictates the need to develop new non-invasive technologies for screening and monitoring kidney conditions in patients with CU.
Aims: To evaluate the possibility of separating groups of healthy children and children with kidney damage with CU using the analysis of the mass spectra of volatile organic compounds (VOCs) in urine samples.
Materials and methods: This study involved 42 patients (average age 5.4 + 2.3 years), divided into 2 groups: group 1 24 children with congenital uropathies (grade II-V PMR) and comparison group 2 - 18 patients with minor surgical pathology without pathology of the urinary system. Urine samples were collected before the start of treatment. Composition analysis of VOCs samples was carried out through express-analysis method for biological objects at atmospheric pressure without preliminary preparation using a mass spectrometer with ionization by laser plasma radiation. Urinary levels of markers of inflammation (MCP-1, IL-8, IL-18), angiogenesis (VEGF) and fibrosis (TGF-1) were measured by solid-phase ELISA.
Results: Composition changes in urine VOCs were detected in group 1 patients with congenital uropathies (VUR). These changes made it possible to distinguish group 1 samples from the comparison group 2. Creatinine level and glomerular filtration rate (GFR) in both groups had no statistical difference. An increase in concentration of inflammatory markers MCP-1, IL-18, IL-8, VEGF angiogenesis and TGF-1 fibrosis was observed in the urine of children with congenital uropathies (VUR) (p0.001). In group 1 patients the concentration of markers did not correlate with the reflux level.
Conclusions: The performed research allowed to find a set of peaks in the recorded mass spectra, according to which it is possible to divide groups into healthy and sick. It also demonstrated the potential of volatolom analysis to detect kidney damage in children with congenital uropathies. The use of standard methods: creatinine and GFR did not allow us to find a threshold value to divide patient into healthy and sick groups. The increase of biomarkers of inflammation, angiogenesis and fibrosis in the urine of children with congenital uropathies confirmed the presence of persistent kidney damage, parenchymal hypoxia, activation of fibrosis and inflammation in children with CU kidneys.ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅: ΠΠ΅ΡΠ²ΠΈΡΠ½ΡΠΉ ΠΏΡΠ·ΡΡΠ½ΠΎ-ΠΌΠΎΡΠ΅ΡΠΎΡΠ½ΠΈΠΊΠΎΠ²ΡΠΉ ΡΠ΅ΡΠ»ΡΠΊΡ (ΠΠΠ )Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½Π°Ρ Π²ΡΠΎΠΆΠ΄Π΅Π½Π½Π°Ρ ΡΡΠΎΠΏΠ°ΡΠΈΡ (ΠΠ£) Ρ Π΄Π΅ΡΠ΅ΠΉ, ΠΏΡΠΈΠ²ΠΎΠ΄ΡΡΠ°Ρ ΠΊ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠ»ΡΠΊΡ-Π½Π΅ΡΡΠΎΠΏΠ°ΡΠΈΠΈ ΠΈ Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±ΠΎΠ»Π΅Π·Π½ΠΈ ΠΏΠΎΡΠ΅ΠΊ, Π΄ΠΎΡΡΠΈΠ³Π°ΡΡΠ΅ΠΉ ΡΠ΅ΡΠΌΠΈΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΡΠ°Π΄ΠΈΠΈ Ρ 25-60% ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ². ΠΠ΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½Π°Ρ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΈ Π»Π°Π±ΠΎΡΠ°ΡΠΎΡΠ½ΠΎΠΉ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ Π½Π°ΡΠ°Π»ΡΠ½ΡΡ
ΡΡΠ°ΠΏΠΎΠ² ΠΏΠΎΠ²ΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡ ΠΏΠΎΡΠ΅ΡΠ½ΠΎΠΉ ΠΏΠ°ΡΠ΅Π½Ρ
ΠΈΠΌΡ Π΄ΠΈΠΊΡΡΠ΅Ρ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ Π½ΠΎΠ²ΡΡ
Π½Π΅ΠΈΠ½Π²Π°Π·ΠΈΠ²Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΡΠΊΡΠΈΠ½ΠΈΠ½Π³Π° ΠΈ ΠΌΠΎΠ½ΠΈΡΠΎΡΠΈΠ½Π³Π° ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΠΏΠΎΡΠ΅ΠΊ Ρ ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² Ρ ΠΠ£.
Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: ΠΎΡΠ΅Π½ΠΈΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΡΠ°Π·Π΄Π΅Π»Π΅Π½ΠΈΡ Π³ΡΡΠΏΠΏ Π·Π΄ΠΎΡΠΎΠ²ΡΡ
Π΄Π΅ΡΠ΅ΠΉ ΠΈ Π΄Π΅ΡΠ΅ΠΉ Ρ ΠΏΠΎΠ²ΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠ΅ΠΌ ΠΏΠΎΡΠ΅ΠΊ ΠΏΡΠΈ ΠΠ£ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π°Π½Π°Π»ΠΈΠ·Π° ΠΌΠ°ΡΡ-ΡΠΏΠ΅ΠΊΡΡΠΎΠ² Π»Π΅ΡΡΡΠΈΡ
ΠΎΡΠ³Π°Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΎΠ΅Π΄ΠΈΠ½Π΅Π½ΠΈΠΉ (ΠΠΠ‘, Π²ΠΎΠ»Π°ΡΠΎΠ»ΠΎΠΌ) ΠΎΠ±ΡΠ°Π·ΡΠΎΠ² ΠΌΠΎΡΠΈ, Π·Π°ΡΠ΅Π³ΠΈΡΡΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π±Π΅Π· ΠΏΡΠΎΠ±ΠΎΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΏΡΠΈ Π½ΠΎΡΠΌΠ°Π»ΡΠ½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
.
ΠΠ΅ΡΠΎΠ΄Ρ: ΠΡΠΎΠ²Π΅Π΄Π΅Π½ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΠ±ΡΠ°Π·ΡΠΎΠ² ΠΌΠΎΡΠΈ 42 ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² (ΡΡΠ΅Π΄Π½ΠΈΠΉ Π²ΠΎΠ·ΡΠ°ΡΡ 5,4+2,3 Π³ΠΎΠ΄Π°), ΡΠ°Π·Π΄Π΅Π»ΡΠ½Π½ΡΡ
Π½Π° 2 Π³ΡΡΠΏΠΏΡ: 1 Π³ΡΡΠΏΠΏΠ° 24 ΡΠ΅Π±Π΅Π½ΠΊΠ° Ρ ΠΠ£ (ΠΠΠ II-V ΡΡΠ΅ΠΏΠ΅Π½ΠΈ), 2 Π³ΡΡΠΏΠΏΠ° ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ - 18 ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² Ρ ΠΌΠ°Π»ΠΎΠΉ Ρ
ΠΈΡΡΡΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠ°ΡΠΎΠ»ΠΎΠ³ΠΈΠ΅ΠΉ Π±Π΅Π· ΠΏΠ°ΡΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΌΠΎΡΠ΅Π²ΡΠ΄Π΅Π»ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ. Π‘Π±ΠΎΡ ΠΌΠΎΡΠΈ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΠ»ΡΡ Π΄ΠΎ Π½Π°ΡΠ°Π»Π° Π»Π΅ΡΠ΅Π½ΠΈΡ. ΠΠ½Π°Π»ΠΈΠ· ΡΠΎΡΡΠ°Π²Π° ΠΠΠ‘ ΠΎΠ±ΡΠ°Π·ΡΠΎΠ² ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»ΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠΌ ΡΠΊΡΠΏΡΠ΅ΡΡ-Π°Π½Π°Π»ΠΈΠ·Π° Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΏΡΠΈ Π°ΡΠΌΠΎΡΡΠ΅ΡΠ½ΠΎΠΌ Π΄Π°Π²Π»Π΅Π½ΠΈΠΈ Π±Π΅Π· ΠΏΡΠ΅Π΄Π²Π°ΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΌΠ°ΡΡ-ΡΠΏΠ΅ΠΊΡΡΠΎΠΌΠ΅ΡΡΠ° Ρ ΠΈΠΎΠ½ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΠΠΠ‘ ΠΈΠ·Π»ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π»Π°Π·Π΅ΡΠ½ΠΎΠΉ ΠΏΠ»Π°Π·ΠΌΡ. ΠΠΎΡΠ΅Π²ΡΠ΅ ΡΡΠΎΠ²Π½ΠΈ ΠΌΠ°ΡΠΊΡΡΠΎΠ² Π²ΠΎΡΠΏΠ°Π»Π΅Π½ΠΈΡ (MCP-1, IL-8, IL-18), Π°Π½Π³ΠΈΠΎΠ³Π΅Π½Π΅Π·Π° (VEGF) ΠΈ ΡΠΈΠ±ΡΠΎΠ·Π° (TGF-1) ΠΈΠ·ΠΌΠ΅ΡΡΠ»ΠΈΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠΌ ΡΠ²Π΅ΡΠ΄ΠΎΡΠ°Π·Π½ΠΎΠ³ΠΎ ΠΠ€Π.
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ: Π£ ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² 1 Π³ΡΡΠΏΠΏΡ Ρ ΠΠ£ (ΠΠΠ ) ΠΏΡΠΈ Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΌΠ°ΡΡ-ΡΠΏΠ΅ΠΊΡΡΠΎΠ² Π±ΡΠ»ΠΈ Π²ΡΡΠ²Π»Π΅Π½Ρ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠΎΡΡΠ°Π²Π° ΠΠΠ‘ ΠΌΠΎΡΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΈ ΠΎΡΠ»ΠΈΡΠΈΡΡ ΡΡΠΈ ΠΎΠ±ΡΠ°Π·ΡΡ ΠΎΡ 2 Π³ΡΡΠΏΠΏΡ ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ. Π£ΡΠΎΠ²Π΅Π½Ρ ΠΊΡΠ΅Π°ΡΠΈΠ½ΠΈΠ½Π° ΠΈ ΡΠΊΠΎΡΠΎΡΡΡ ΠΊΠ»ΡΠ±ΠΎΡΠΊΠΎΠ²ΠΎΠΉ ΡΠΈΠ»ΡΡΡΠ°ΡΠΈΠΈ (Π‘ΠΠ€) Π² ΠΎΠ±Π΅ΠΈΡ
Π³ΡΡΠΏΠΏΠ°Ρ
Π½Π΅ ΠΈΠΌΠ΅Π»ΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠ»ΠΈΡΠΈΠΉ. Π ΠΌΠΎΡΠ΅ Π΄Π΅ΡΠ΅ΠΉ Ρ ΠΠ£ (ΠΠΠ ) Π½Π°Π±Π»ΡΠ΄Π°Π»ΠΎΡΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΠΊΠΎΠ½ΡΠ΅Π½ΡΡΠ°ΡΠΈΠΈ ΠΌΠ°ΡΠΊΠ΅ΡΠΎΠ² Π²ΠΎΡΠΏΠ°Π»Π΅Π½ΠΈΡ MCP-1, IL-18, IL-8, Π°Π½Π³ΠΈΠΎΠ³Π΅Π½Π΅Π·Π° VEGF ΠΈ ΡΠΈΠ±ΡΠΎΠ·Π° TGF- 1 (Ρ0,001). Π£ ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² 1 Π³ΡΡΠΏΠΏΡ Ρ ΠΠ£ (ΠΠΠ ) ΠΊΠΎΠ½ΡΠ΅Π½ΡΡΠ°ΡΠΈΡ ΠΌΠ°ΡΠΊΠ΅ΡΠΎΠ² Π½Π΅ Π·Π°Π²ΠΈΡΠ΅Π»Π° ΠΎΡ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠ΅ΡΠ»ΡΠΊΡΠ°.
ΠΠ°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅: ΠΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΎ, ΡΡΠΎ Π² ΡΠ΅Π³ΠΈΡΡΡΠΈΡΡΠ΅ΠΌΡΡ
ΠΌΠ°ΡΡ-ΡΠΏΠ΅ΠΊΡΡΠ°Ρ
ΡΡΡΠ΅ΡΡΠ²ΡΠ΅Ρ Π½Π°Π±ΠΎΡ ΠΏΠΈΠΊΠΎΠ², ΠΏΠΎ ΠΊΠΎΡΠΎΡΡΠΌ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ ΡΠ°Π·Π΄Π΅Π»Π΅Π½ΠΈΠ΅ Π³ΡΡΠΏΠΏ Π·Π΄ΠΎΡΠΎΠ²ΡΠ΅ Π±ΠΎΠ»ΡΠ½ΡΠ΅, ΠΈ ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π»ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» ΠΌΠ°ΡΡ-ΡΠΏΠ΅ΠΊΡΡΠΎΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° Π²ΠΎΠ»Π°ΡΠΎΠ»ΠΎΠΌΠ° Π΄Π»Ρ ΠΎΠ±Π½Π°ΡΡΠΆΠ΅Π½ΠΈΡ ΠΏΠΎΠ²ΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡ ΠΏΠΎΡΠ΅ΠΊ Ρ Π΄Π΅ΡΠ΅ΠΉ Ρ ΠΠ£. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΡΡ
Π°Π½Π°Π»ΠΈΠ·ΠΎΠ² ΠΊΡΠ΅Π°ΡΠΈΠ½ΠΈΠ½Π° ΠΈ Π‘ΠΠ€ Π½Π΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΎ Π½Π°ΠΉΡΠΈ ΠΏΠΎΡΠΎΠ³ΠΎΠ²ΠΎΠ΅ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅, ΠΊΠΎΡΠΎΡΠΎΠ΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ»ΠΎ ΡΠ°Π·Π΄Π΅Π»ΠΈΡΡ Π³ΡΡΠΏΠΏΡ Π±ΠΎΠ»ΡΠ½ΡΠ΅ - Π·Π΄ΠΎΡΠΎΠ²ΡΠ΅. ΠΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ Π² ΠΌΠΎΡΠ΅ Π΄Π΅ΡΠ΅ΠΉ Ρ ΠΠ£ Π±ΠΈΠΎΠΌΠ°ΡΠΊΠ΅ΡΠΎΠ² Π²ΠΎΡΠΏΠ°Π»Π΅Π½ΠΈΡ, Π°Π½Π³ΠΈΠΎΠ³Π΅Π½Π΅Π·Π° ΠΈ ΡΠΈΠ±ΡΠΎΠ·Π° ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠΆΠ΄Π°Π»ΠΎ Π½Π°Π»ΠΈΡΠΈΠ΅ ΠΏΠ΅ΡΡΠΈΡΡΠΈΡΡΡΡΠ΅Π³ΠΎ ΠΏΠΎΠ²ΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡ ΠΏΠΎΡΠ΅ΠΊ, Π³ΠΈΠΏΠΎΠΊΡΠΈΠΈ ΠΏΠ°ΡΠ΅Π½Ρ
ΠΈΠΌΡ, Π°ΠΊΡΠΈΠ²Π°ΡΠΈΠΈ ΡΠΈΠ±ΡΠΎΠ·Π° ΠΈ Π²ΠΎΡΠΏΠ°Π»Π΅Π½ΠΈΡ Π² Π½Π΅ΠΉ Ρ Π΄Π΅ΡΠ΅ΠΉ Ρ ΠΠ£