506 research outputs found
Management of food cold chains traceability amid the COVID-19 pandemic
The present article considers the functioning of food supply chains and their major component β a continuous cold chain of perishable food products, including meat products, under the conditions of COVIDβ19 pandemic. The issues of the impact of the pandemic on production, processing and commercial supply of meat and meat products in Russia and worldwide are being considered. The traceability of temperature fluctuations in meat processing plants is relevant; it becomes an increasingly important factor for efficient logistics to provide the best supply and to keep the food safe in the current conditions. Research data is presented here. The results of the research show that frozen foods serve as carriers and distributors of SARS-CoVβ2 infection without any contact between people. This conclusion highlights additional challenges in controlling the spread of COVIDβ19 worldwide, and reveals the mechanism of the disease transmission, taking into account the peculiarities of temperature modes during storage and transportation of perishable meat products. The risks of food cold chains functioning under the conditions of pandemic, the adaptive strategies for their mitigation and logistical systems of tracking are considered, in particular, the application of various data technologies
Study of the process of the frozen raw beef defrosting with its simultaneous massaging in industrial conditions
Many meat processing enterprises use the frozen raw meat. Its defrosting and thawing is a crucial technological operation that fundamentally affects the quality of food products. The experience and knowledge obtained directly in the workshop in the process of thawing the raw materials and their using to obtain a specific finished product are of great importance. Defrosting and thawing of the frozen beef meat, as one of the stages of raw meat processing, still remains a challenging process in industrial food production. The importance of this process is constantly increasing due to the growing volumes of frozen raw materials processed in food enterprises. Scientific research shows that one of the most efficient methods of defrosting and thawing is the process of meat thawing with saturated water steam under vacuum. When applying the steam the raw materials is heated at its least and minimal losses are observed, while the duration of the process is significantly reduced. This work examines the process of beef meat defrosting and thawing with simultaneous shaking and crumpling the frozen mass, which can be called as massaging of raw materials. As studies have shown, this method of thawing makes it possible to reduce losses down to almost zero and obtain raw materials with good structural characteristics for the production of a finished product with a wide range of consumer properties. The obtained experimental curves of changes in the mass and temperature of raw materials make it possible to analyze the kinetics of heat transfer and mass transfer processes at the macro- and micro levels of the food system, which serve as the basis for modeling and controlling the technological process. This study presents the results of conventional defrosting and thawing of the raw meat but combined with massaging. Studies of the parameters of processing modes have shown that the proposed program makes it possible to use efficiently the design and technological features of the defroster-massager in order to obtain the raw beef for the production of high-quality food products. The results of experimental studies and their analysis allow making conclusion about the prospects of applying this process for the other types of raw meat materials before the main technological processing of raw materials
Determination of oxygen in silicon and carbide by activation with 27.2 meV alpha particles
The Si sample was polished on one side, and on the other side Ni was applied chemically and soldered with Pb to a water cooled Cu substrate. Optical quartz standard was fixed from the other side. Si carbide samples were soldered to a substrated with In. The prepared samples were irradiated in a cyclotron with a 27.2 MeV alpha particle beam. The layers were removed from the Si and Si carbide samples by grinding and the positron activity of F-18(t sub 1/2 110 min) was measured by using a gamma, gamma coincidence spectrometer with two NaI(TI) crystals. For analysis of Si carbide, the activity decay curve of the samples was recorded to find the contribution of the positron activity of Cu-65(t sub 1/2 12.9 hr) which formed from Ni impurity on irradiation
Ideals and principles of common wellbeing under social and humanistic paradigm
We attempt to specify ideals and principles of common wellbeing: saving economy, political attendance, full employment, education, equitable distribution. As a part of the study we have formulated the concept of so-called "other" society under the social-humanistic paradigm. As it was mentioned earlier, social systems can be described as open-end ones, which implies their constant interaction with environment expressed via matter, energy, and information exchange. Because of that, the functional and developmental regulations are characterized by the presence of constant alteration as well, which stipulates the high complexity of structuring valid prognoses. Subject vs. object feedback determines special peculiarities of social prognosis, namely, the ones that are capable of either self-fulfillment of self-destruction of prognostic model. In other words, the predicted future influences the actual future. In the conditions of the increasing instability and dynamics of social processes especially urgent is the problem of adequacy of innovative model. The specific feature of modern innovative processes is the fact that any information about the features of their occurrence is extremely fast becoming obsolete that, in turn, leads to the increase the gap between reality and model
AN EFFECT OF STORAGE AND TRANSPORTATION TEMPERATURE ON QUANTITATIVE AND QUALITATIVE COMPOSITION OF MICROFLORA OF PLANT PRODUCTS
The results of the study on changes in the composition and quantity of epiphytic and endophytic microorganisms of plant products during storage and transportation are presented. For the investigation, the authors took apple fruits and leafy spicy green products that had biological peculiarities and allowed investigating processes of the long-term and short-term main stages (cold storage, transportation by refrigerated transport, presales storage) of the continuous cold chain on the way to a consumer. Apple fruits were placed in storage in cold chambers with the temperature regimes of plus (2β3)Β°C and minus (1β2)Β°C, where they were stored for 90 days. The vegetative organs of dill and parsley were transported during 8 hours by a refrigerated truck and placed in the commercial refrigeration equipment at two temperature regimes (4β5)Β C and (0β1)Β C for 72 hours for presales storage. The results of the microbiological analysis showed that the number of endophytic microorganisms (bacteria, yeasts and molds) was lower by 1β3 orders of magnitude in apple fruits and by 2β3 times in green vegetables compared to the number of epiphytic microorganisms. It was established that the regime of storage at negative temperatures completely inhibited the development of epiphytic bacteria on fruits, significantly delayed the multiplication of epiphytic yeasts and molds; while at a positive temperature the number of bacteria increased approximately by 10β17 times, yeasts by 180 times and molds by 3 times. The dynamics of changes in the number of endophytic microorganisms during storage showed the same trend that was observed for epiphytic microorganisms. Analysis of the microbial quantity after transportation of green products showed an increase in abundance of the revealed groups of epiphytes and endophytes by 1.5β3 times upon absolute prevalence of bacteria. After short-term storage, a significant growth of the revealed microbial groups was found; with that, their quantity was 1.5β6.5 times higher at (4β5)Β C than at (0β1)Β C. The authors experimentally confirmed the conclusion that with respect to reduction of losses due to microbiological spoilage and extension of shelf life, the cold storage regime of the studied plant products at near-zero temperatures is preferable compared to the regimes of storage at higher positive temperatures.The results of the study on changes in the composition and quantity of epiphytic and endophytic microorganisms of plant products during storage and transportation are presented. For the investigation, the authors took apple fruits and leafy spicy green products that had biological peculiarities and allowed investigating processes of the long-term and short-term main stages (cold storage, transportation by refrigerated transport, presales storage) of the continuous cold chain on the way to a consumer. Apple fruits were placed in storage in cold chambers with the temperature regimes of plus (2β3)Β°C and minus (1β2)Β°C, where they were stored for 90 days. The vegetative organs of dill and parsley were transported during 8 hours by a refrigerated truck and placed in the commercial refrigeration equipment at two temperature regimes (4β5)Β C and (0β1)Β C for 72 hours for presales storage. The results of the microbiological analysis showed that the number of endophytic microorganisms (bacteria, yeasts and molds) was lower by 1β3 orders of magnitude in apple fruits and by 2β3 times in green vegetables compared to the number of epiphytic microorganisms. It was established that the regime of storage at negative temperatures completely inhibited the development of epiphytic bacteria on fruits, significantly delayed the multiplication of epiphytic yeasts and molds; while at a positive temperature the number of bacteria increased approximately by 10β17 times, yeasts by 180 times and molds by 3 times. The dynamics of changes in the number of endophytic microorganisms during storage showed the same trend that was observed for epiphytic microorganisms. Analysis of the microbial quantity after transportation of green products showed an increase in abundance of the revealed groups of epiphytes and endophytes by 1.5β3 times upon absolute prevalence of bacteria. After short-term storage, a significant growth of the revealed microbial groups was found; with that, their quantity was 1.5β6.5 times higher at (4β5)Β C than at (0β1)Β C. The authors experimentally confirmed the conclusion that with respect to reduction of losses due to microbiological spoilage and extension of shelf life, the cold storage regime of the studied plant products at near-zero temperatures is preferable compared to the regimes of storage at higher positive temperatures
Changes in the Qualitative Composition of the milk of Holstein Cows During Summer Chronic Heat Stress
Seasonal summer heat stress leads to significant economic losses, resulting in a drop in milk yield in dairy cows and a deterioration in milk quality. The purpose of this study was to determine the changes in some qualitative parameters of milk in Holstein cows during chronic heat stress on one of the largest commercial dairy farms Ukraine (50Β°49β²14β³ N, 31Β°49β²23β³ E). Five multiparous cows of medium lactation with a milk yield of about 30 kg per day were randomly selected into the reference (in the spring, at the end of May) and the experimental group (in the summer, at the end of August). Milk samples were taken from cows during the morning milking. Qualitative analysis of milk included the identification of milk solids-not-fat, density, mass fraction of lactose, fat, protein and minerals, as well as the freezing point, electrical conductivity and active acidity using ultrasonic method. Animals were kept in naturally ventilated barns. The total mixed single-type balanced diet consisting of corn silage and concentrates that the cows received remained unchanged. The sampling of milk from cows of the experimental group was preceded by a continuous 26-day hot period, during which the maximum daily values of the temperature and humidity index did not fall below 72 units. The results showed that in the milk of the animals of the experimental group there was a significant decrease in the content of milk solids-not-fat, the mass fraction of fat and protein (P0.05). The mass fraction of lactose and minerals tended to increase. It should be noted that the average daily milk yield of dairy cows in the herd in spring and summer was almost at the same level. In conclusion, the results of the study showed that high summer temperatures lead to a deterioration in the quality of milk in Holstein cows. Despite the decrease in milk density and freezing point, these figures met the requirements of the standard. Organoleptic indicators of milk, electrical conductivity and active acidity of milk did not change in hot weather, their value indicated the naturalness of milk. The mass fraction of milk fat, which undergoes the greatest change under the influence of seasonal heat stress, is one of the most valuable components of milk, which has a direct effect on nutritional value and purchase price of raw milk. Therefore, a further deeper study of the fatty acid composition of milk using the method of chromato-mass spectrometry will provide valuable data necessary to search for possible herd management strategies to maintain high milk quality under conditions of seasonal heat stress
ΠΡΠΈΡ ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠ΅ ΡΠ΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ
Introduction. The article substantiates the idea of a psychological and pedagogical understanding of the reform and development of higher education, and departure from the Bologna Process. The international project Β«Fundamental University EducationΒ» put forward by Russia is revealed.Purpose setting. Understanding the logic and methodology of education as a social institution that performs the function of including an individual in the culture of a given society and introducing him to it, allows us to comprehend and get closer to understanding training and education as a process of transforming external knowledge into internal, spiritual, forming and shaping a person.Methods and methodology of the study. In accordance with the objectives of the study, the following general scientific methods were used: theoretical analysis of the literature, longitudinal and cross-sectional experimental research, verification, modeling, and qualitative analysis of the reforming.Results. In Russia the educational space is formed under the influence of processes associated with the development of information transformations in all spheres of life. Therefore, informatization becomes one of the factors causing significant changes in social institutions, in particular in the educational system. In the framework of higher education in personnel training, priority should be given to the creation of the foundation of the system and structure of education, the priority of which is methodologically important long-lived and invariant knowledge that contributes to a holistic perception of the scientific picture of the world, the intellectual flourishing of the individual and its adaptation to rapidly changing conditions.Conclusion. In the development of the Russian society, the strategy of civilizational development is changing, there is a search for new values. We believed and continue to believe that it is inappropriate to abandon the Russian levels of training of professional personnel. The absence of the most important stage, the training of specialists, has caused significant harm to our youth in finding employment, because graduates of bachelorβs and masterβs degree do not have a specialty, but only higher education in a certain area, which does not make it possible to professionally perform work. The departure from the Bologna System will allow us to return to the best Russian traditions aimed at the development of all levels of education.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π ΡΡΠ°ΡΡΠ΅ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ ΠΈΠ΄Π΅Ρ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΡ ΡΠ΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΎΡΡ
ΠΎΠ΄Π° ΠΎΡ ΠΠΎΠ»ΠΎΠ½ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°. Π Π°ΡΠΊΡΡΠ²Π°Π΅ΡΡΡ Π²ΡΠ΄Π²ΠΈΠ½ΡΡΡΠΉ Π ΠΎΡΡΠΈΠ΅ΠΉ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠΉ ΠΏΡΠΎΠ΅ΠΊΡ Β«Π€ΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ΅ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅Β».ΠΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ° Π·Π°Π΄Π°ΡΠΈ. ΠΡΠΌΡΡΠ»Π΅Π½ΠΈΠ΅ Π»ΠΎΠ³ΠΈΠΊΠΈ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ½ΡΡΠΈΡΡΡΠ°, Π²ΡΠΏΠΎΠ»Π½ΡΡΡΠ΅Π³ΠΎ ΡΡΠ½ΠΊΡΠΈΡ Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π° Π² ΠΊΡΠ»ΡΡΡΡΡ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ ΠΏΡΠΈΠΎΠ±ΡΠ΅Π½ΠΈΡ Π΅Π³ΠΎ ΠΊ Π½Π΅ΠΉ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΡΠΈΠ±Π»ΠΈΠ·ΠΈΡΡΡΡ ΠΊ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΠΊΠ°ΠΊ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π²Π½Π΅ΡΠ½Π΅Π³ΠΎ Π·Π½Π°Π½ΠΈΡ Π²ΠΎ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π΅, Π΄ΡΡ
ΠΎΠ²Π½ΠΎΠ΅, ΠΎΠ±ΡΠ°Π·ΡΡΡΠ΅Π΅ ΠΈ ΡΠΎΡΠΌΠΈΡΡΡΡΠ΅Π΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°.ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π·Π°Π΄Π°ΡΠ°ΠΌΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΎΠ±ΡΠ΅Π½Π°ΡΡΠ½ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ: ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ, Π»ΠΎΠ½Π³ΠΈΡΡΠ΄Π½ΠΎΠ΅ ΠΈ ΡΡΠ΅Π·ΠΎΠ²ΠΎΠ΅ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, Π²Π΅ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ, ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ, ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΠ΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π Π ΠΎΡΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ ΡΠΎΡΠΌΠΈΡΡΠ΅ΡΡΡ ΠΏΠΎΠ΄ Π²Π»ΠΈΡΠ½ΠΈΠ΅ΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ², ΡΠ²ΡΠ·Π°Π½Π½ΡΡ
Ρ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ Π²ΠΎ Π²ΡΠ΅Ρ
ΡΡΠ΅ΡΠ°Ρ
ΠΆΠΈΠ·Π½ΠΈ. ΠΠΎΡΡΠΎΠΌΡ ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· ΡΠ°ΠΊΡΠΎΡΠΎΠ², Π²ΡΠ·ΡΠ²Π°ΡΡΠΈΡ
Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈΠ½ΡΡΠΈΡΡΡΠ°Ρ
, Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ΅, ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΡ. Π ΡΠ°ΠΌΠΊΠ°Ρ
Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ΅ ΠΊΠ°Π΄ΡΠΎΠ² ΠΏΠ΅ΡΠ²Π΅Π½ΡΡΠ²ΠΎ Π΄ΠΎΠ»ΠΆΠ½ΠΎ Π±ΡΡΡ ΠΎΡΠ΄Π°Π½ΠΎ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΠΎΡΠ½ΠΎΠ²Ρ ΡΠΈΡΡΠ΅ΠΌΡ ΠΈ ΡΡΡΡΠΊΡΡΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠΎΠΌ ΠΊΠΎΡΠΎΡΡΡ
ΡΠ²Π»ΡΡΡΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈ Π²Π°ΠΆΠ½ΡΠ΅ Π΄ΠΎΠ»Π³ΠΎΠΆΠΈΠ²ΡΡΠΈΠ΅ ΠΈ ΠΈΠ½Π²Π°ΡΠΈΠ°Π½ΡΠ½ΡΠ΅ Π·Π½Π°Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡ ΡΠ΅Π»ΠΎΡΡΠ½ΠΎΠΌΡ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ Π½Π°ΡΡΠ½ΠΎΠΉ ΠΊΠ°ΡΡΠΈΠ½Ρ ΠΌΠΈΡΠ°, ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΌΡ ΡΠ°ΡΡΠ²Π΅ΡΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ Π΅Π΅ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΠΈ Π² Π±ΡΡΡΡΠΎ ΠΈΠ·ΠΌΠ΅Π½ΡΡΡΠΈΡ
ΡΡ ΡΡΠ»ΠΎΠ²ΠΈΡΡ
.ΠΡΠ²ΠΎΠ΄Ρ. Π ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠΎΡΠΈΡΠΌΠ° ΠΌΠ΅Π½ΡΠ΅ΡΡΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡ ΡΠΈΠ²ΠΈΠ»ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ, ΠΈΠ΄Π΅Ρ ΠΏΠΎΠΈΡΠΊ Π½ΠΎΠ²ΡΡ
ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ. ΠΡ ΡΡΠΈΡΠ°Π»ΠΈ ΠΈ ΡΡΠΈΡΠ°Π΅ΠΌ, ΡΡΠΎ Π½Π΅ΡΠ΅Π»Π΅ΡΠΎΠΎΠ±ΡΠ°Π·Π½ΠΎ ΠΎΡΠΊΠ°Π·ΡΠ²Π°ΡΡΡΡ ΠΎΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΡΡΠΏΠ΅Π½Π΅ΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠ°Π΄ΡΠΎΠ². ΠΡΠΏΠ°Π΄Π΅Π½ΠΈΠ΅ ΡΠ°ΠΌΠΎΠΉ Π²Π°ΠΆΠ½ΠΎΠΉ ΡΡΡΠΏΠ΅Π½ΠΈ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² ΠΏΡΠΈΠ½Π΅ΡΠ»ΠΎ Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π²ΡΠ΅Π΄ Π½Π°ΡΠ΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ Π² ΡΡΡΠ΄ΠΎΡΡΡΡΠΎΠΉΡΡΠ²Π΅, ΠΏΠΎΡΠΎΠΌΡ ΡΡΠΎ Ρ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² Π±Π°ΠΊΠ°Π»Π°Π²ΡΠΈΠ°ΡΠ° ΠΈ ΠΌΠ°Π³ΠΈΡΡΡΠ°ΡΡΡΡ Π½Π΅Ρ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠΈ, Π° Π΅ΡΡΡ Π»ΠΈΡΡ Π²ΡΡΡΠ΅Π΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΌΡ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΠΎΠ΅ Π½Π΅ Π΄Π°Π΅Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ Π²ΡΠΏΠΎΠ»Π½ΡΡΡ ΡΠ°Π±ΠΎΡΡ. ΠΡΡ
ΠΎΠ΄ ΠΎΡ ΠΠΎΠ»ΠΎΠ½ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΡ Π²Π΅ΡΠ½ΡΡΡΡΡ ΠΊ Π»ΡΡΡΠΈΠΌ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌ ΡΡΠ°Π΄ΠΈΡΠΈΡΠΌ, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΠΌ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π²ΡΠ΅Ρ
ΡΡΠΎΠ²Π½Π΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ
ΠΡΠΌΠ°Π½ΠΈΠ·Π°ΡΠΈΡ ΠΈ ΡΡΠ²Π΅ΡΠ΅Π½ΠΈΠ·Π°ΡΠΈΡ ΠΊΠ°ΠΊ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡ ΡΠ΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π§Π°ΡΡΡ 1. Π‘ΡΠ²Π΅ΡΠ΅Π½Π½ΡΠΉ ΠΏΡΡΡ Π ΠΎΡΡΠΈΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ
Introduction. Russia defends its humanitarian sovereignty when upbringing, education, culture, politics, films are built on our traditions and values, which are not outside, but inside a person, in his mind, since these are mental components, worldview components.Purpose setting. The education system should work for the formation and development of the country's human capital. Without solving this problem, the country will not have a sovereign education, which means there will be no future. It is necessary to change the paradigm of higher education, we need a new Russian national model. A professional school should be not just a Β«forge of personnelΒ», but a center for the spiritual transformation of a specialist's personality, a source of spirituality for his thoughts, words and deeds. It is necessary to educate a real citizen, a patriot who knows the history and culture of his country well.Methodology and methods of the study. Based on the key points of the sovereignization of Russian education, which naturally abandoned the Bologna system of education. Methodology for understanding the current situation in education, analytical report Β«The Future of Higher Education in Russia: an Expert View. Foresight-study-2030Β».Results. Russian education until recently, with the implemented Bologna system, developed exclusively as an extractive social institution. For more than twenty years, this most important sphere of social life, the importance of which in maintaining and developing the sovereignty of the country cannot be overestimated, was literally Β«broken over the kneeΒ» to please the West. The main changes in the system of higher education caused by this participation are outlined. Joining the Bologna process has received an ambiguous and even contradictory assessment in the professional community.Conclusions. Now a situation has developed in society that makes the problem of finding a new semantic component of the fundamentalization of education, the essence of which is the realization that the future fate of human civilization will be determined not only by the intellectual and educational, but also by the spiritual and moral potential of society and people, i. e. by humanization and sovereignization. This is the value of Russia.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π ΠΎΡΡΠΈΡ ΠΎΡΡΡΠ°ΠΈΠ²Π°Π΅Ρ ΡΠ²ΠΎΠΉ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΠΉ ΡΡΠ²Π΅ΡΠ΅Π½ΠΈΡΠ΅Ρ, ΠΊΠΎΠ³Π΄Π° Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠ΅, ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅, ΠΊΡΠ»ΡΡΡΡΠ°, ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ°, ΡΠΈΠ»ΡΠΌΡ ΡΡΡΠΎΡΡΡΡ Π½Π° Π½Π°ΡΠΈΡ
ΡΡΠ°Π΄ΠΈΡΠΈΡΡ
ΠΈ ΡΠ΅Π½Π½ΠΎΡΡΡΡ
, ΠΊΠΎΡΠΎΡΡΠ΅ Π½Π°Ρ
ΠΎΠ΄ΡΡΡΡ Π½Π΅ Π²ΠΎΠ²Π½Π΅, Π° Π²Π½ΡΡΡΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, Π² Π΅Π³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΠΈ, ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ ΡΡΠΎ ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠ΅ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΠ΅, ΠΌΠΈΡΠΎΠ²ΠΎΠ·Π·ΡΠ΅Π½ΡΠ΅ΡΠΊΠΈΠ΅ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ.ΠΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ° Π·Π°Π΄Π°ΡΠΈ. Π‘ΠΈΡΡΠ΅ΠΌΠ° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π΄ΠΎΠ»ΠΆΠ½Π° ΡΠ°Π±ΠΎΡΠ°ΡΡ Π½Π° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΠ°ΠΏΠΈΡΠ°Π»Π° ΡΡΡΠ°Π½Ρ. ΠΠ΅Π· ΡΠ΅ΡΠ΅Π½ΠΈΡ ΡΡΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ Ρ ΡΡΡΠ°Π½Ρ Π½Π΅ Π±ΡΠ΄Π΅Ρ ΡΡΠ²Π΅ΡΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π° Π·Π½Π°ΡΠΈΡ, Π½Π΅ Π±ΡΠ΄Π΅Ρ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ. ΠΠ΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠ° ΡΠΌΠ΅Π½Π° ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΡ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ, Π½ΡΠΆΠ½Π° Π½ΠΎΠ²Π°Ρ ΡΡΡΡΠΊΠ°Ρ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½Π°Ρ ΠΌΠΎΠ΄Π΅Π»Ρ. ΠΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½Π°Ρ ΡΠΊΠΎΠ»Π° Π΄ΠΎΠ»ΠΆΠ½Π° Π±ΡΡΡ Π½Π΅ ΠΏΡΠΎΡΡΠΎ Β«ΠΊΡΠ·Π½ΠΈΡΠ΅ΠΉ ΠΊΠ°Π΄ΡΠΎΠ²Β», Π° ΡΠ΅Π½ΡΡΠΎΠΌ Π΄ΡΡ
ΠΎΠ²Π½ΠΎΠ³ΠΎ ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ°, ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠΌ ΠΎΠ΄ΡΡ
ΠΎΡΠ²ΠΎΡΠ΅Π½Π½ΠΎΡΡΠΈ Π΅Π³ΠΎ ΠΌΡΡΠ»Π΅ΠΉ, ΡΠ»ΠΎΠ² ΠΈ ΠΏΠΎΡΡΡΠΏΠΊΠΎΠ²; Π²ΠΎΡΠΏΠΈΡΡΠ²Π°ΡΡ Π½Π°ΡΡΠΎΡΡΠ΅Π³ΠΎ Π³ΡΠ°ΠΆΠ΄Π°Π½ΠΈΠ½Π°, ΠΏΠ°ΡΡΠΈΠΎΡΠ°, Ρ
ΠΎΡΠΎΡΠΎ Π·Π½Π°ΡΡΠ΅Π³ΠΎ ΠΈΡΡΠΎΡΠΈΡ ΠΈ ΠΊΡΠ»ΡΡΡΡΡ ΡΠ²ΠΎΠ΅ΠΉ ΡΡΡΠ°Π½Ρ.ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π‘ΡΡΠΎΠΈΡΡΡ Π½Π° ΠΊΠ»ΡΡΠ΅Π²ΡΡ
ΠΌΠΎΠΌΠ΅Π½ΡΠ°Ρ
ΡΡΠ²Π΅ΡΠ΅Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΠ°Ρ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎ ΠΎΡΠΊΠ°Π·Π°Π»Π°ΡΡ ΠΎΡ ΠΠΎΠ»ΠΎΠ½ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ, Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΄ΠΎΠΊΠ»Π°Π΄Π° Β«ΠΡΠ΄ΡΡΠ΅Π΅ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ Π ΠΎΡΡΠΈΠΈ: ΡΠΊΡΠΏΠ΅ΡΡΠ½ΡΠΉ Π²Π·Π³Π»ΡΠ΄. Π€ΠΎΡΡΠ°ΠΉΡ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ β 2030Β».Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ Ρ Π²Π½Π΅Π΄ΡΠ΅Π½Π½ΠΎΠΉ Π΄ΠΎ Π½Π΅Π΄Π°Π²Π½Π΅Π³ΠΎ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ ΠΠΎΠ»ΠΎΠ½ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠΎΠΉ ΡΠ°Π·Π²ΠΈΠ²Π°Π»ΠΎΡΡ ΠΈΡΠΊΠ»ΡΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΊΠ°ΠΊ ΡΠΊΡΡΡΠ°ΠΊΡΠΈΠ²Π½ΡΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ ΠΈΠ½ΡΡΠΈΡΡΡ. ΠΠ° ΠΏΡΠΎΡΡΠΆΠ΅Π½ΠΈΠΈ Π±ΠΎΠ»Π΅Π΅ ΡΠ΅ΠΌ Π΄Π²Π°Π΄ΡΠ°ΡΠΈΠ»Π΅ΡΠ½Π΅Π³ΠΎ ΠΏΠ΅ΡΠΈΠΎΠ΄Π° ΡΡΡ Π²Π°ΠΆΠ½Π΅ΠΉΡΡΡ ΡΡΠ΅ΡΡ ΠΆΠΈΠ·Π½ΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°, Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ ΠΊΠΎΡΠΎΡΠΎΠΉ Π² ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠ°Π½ΠΈΠΈ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΡΡΠ²Π΅ΡΠ΅Π½ΠΈΡΠ΅ΡΠ° ΡΡΡΠ°Π½Ρ ΠΏΠ΅ΡΠ΅ΠΎΡΠ΅Π½ΠΈΡΡ Π½Π΅Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ, Π±ΡΠΊΠ²Π°Π»ΡΠ½ΠΎ Β«Π»ΠΎΠΌΠ°Π»ΠΈ ΡΠ΅ΡΠ΅Π· ΠΊΠΎΠ»Π΅Π½ΠΎΒ» Π² ΡΠ³ΠΎΠ΄Ρ ΠΠ°ΠΏΠ°Π΄Ρ. ΠΠ·Π»ΠΎΠΆΠ΅Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π²ΡΠ·Π²Π°Π½Π½ΡΠ΅ ΡΡΠΈΠΌ ΡΡΠ°ΡΡΠΈΠ΅ΠΌ. ΠΡΠΈΡΠΎΠ΅Π΄ΠΈΠ½Π΅Π½ΠΈΠ΅ ΠΊ ΠΠΎΠ»ΠΎΠ½ΡΠΊΠΎΠΌΡ ΠΏΡΠΎΡΠ΅ΡΡΡ ΠΏΠΎΠ»ΡΡΠΈΠ»ΠΎ Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌ ΡΠΎΠΎΠ±ΡΠ΅ΡΡΠ²Π΅ Π½Π΅ΠΎΠ΄Π½ΠΎΠ·Π½Π°ΡΠ½ΡΡ ΠΈ Π΄Π°ΠΆΠ΅ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΠ²ΡΡ ΠΎΡΠ΅Π½ΠΊΡ.ΠΡΠ²ΠΎΠ΄Ρ. Π‘Π΅ΠΉΡΠ°Ρ Π² ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅ ΡΠ»ΠΎΠΆΠΈΠ»Π°ΡΡ ΡΠ°ΠΊΠ°Ρ ΡΠΈΡΡΠ°ΡΠΈΡ, ΠΊΠΎΡΠΎΡΠ°Ρ Π΄Π΅Π»Π°Π΅Ρ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΏΠΎΠΈΡΠΊΠ° Π½ΠΎΠ²ΠΎΠΉ ΡΠΌΡΡΠ»ΠΎΡΠΎΡΡΠ°Π²Π»ΡΡΡΠ΅ΠΉ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΡΠ½ΠΎΡΡΡΡ ΠΊΠΎΡΠΎΡΠΎΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ ΡΠΎΠ³ΠΎ, ΡΡΠΎ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ°Ρ ΡΡΠ΄ΡΠ±Π° ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΠ²ΠΈΠ»ΠΈΠ·Π°ΡΠΈΠΈ Π±ΡΠ΄Π΅Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡΡΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎ-ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌ, Π½ΠΎ ΠΈ Π΄ΡΡ
ΠΎΠ²Π½ΠΎ-Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΡΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠΌ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΡΠΎ Π΅ΡΡΡ Π³ΡΠΌΠ°Π½ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΠΈ ΡΡΠ²Π΅ΡΠ΅Π½ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ. Π ΡΡΠΎΠΌ β ΡΠ΅Π½Π½ΠΎΡΡΡ Π ΠΎΡΡΠΈΠΈ
ΠΡΠΎΠ΅ΠΊΡΠΈΠ²Π½Π°Ρ ΠΏΡΠΈΡ ΠΎΠ»ΠΎΠ³ΠΈΡ ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ
Introduction. In recent years, graphical methods belonging to the class of projective methods have become very popular in psychological research, they enable a person to project reality himself and interpret it in his own way. Purpose setting. The expanding use of graphic methods and procedures has not yet led to the creation of works summarizing the experience of their use, to the formation of a general approach to the psychological analysis of different types of images. Methodology and methods of the study. The material for the analysis was the results of three series of experimental work, in which more than four thousand and more than three thousand drawings were obtained and analyzed according to the methods: constructive drawing of a person from geometric figures, psycho-geometrics by Susan Dellinger, Rorschach, etc. Results. The conducted analysis showed that the ratio of various elements in constructive drawings is not accidental, which allowed us to identify seven main types, which correspond to typological characteristics. The typological characteristic is based on the frequency of occurrence of a certain type among the respondents, as well as expert and subjective validity obtained as a result of a large number of conversations and observations during the survey. The article analyzes the long-term results of the study of studentsΒ» personality typology using projective (graphic) methods. Conclusion. Based on a comparison of the results obtained using the graphical methods described by us, we came to the following conclusions. The use of graphic techniques significantly enriches the entire process of professional consultation, complements the individual characteristics of students who have chosen certain areas of professional activity. The study of individual psychological prerequisites for professional self-determination of a person using graphic methods has certain positive prospects: it allows a deeper analysis of the characteristics of an individual and develops more adequate recommendations for improving the effectiveness of professional self-determination of both youth and adults. Due to the projective nature of most graphic procedures, their results, as our research shows, are less susceptible to mind control, and this is a very important tool in favor of their application, since graphic diagnostic methods work Β«through a projectionΒ» onto the grid of psychological personality types, along with appropriate methods of the standard psychodiagnostic procedures for assessing personal qualities (MMPI, Cattell, Eysenck, etc.).ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π ΠΏΠΎΡΠ»Π΅Π΄Π½ΠΈΠ΅ Π³ΠΎΠ΄Ρ Π² ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
ΡΡΠ°Π»ΠΈ Π²Π΅ΡΡΠΌΠ° ΠΏΠΎΠΏΡΠ»ΡΡΠ½ΡΠΌΠΈ Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ, ΠΎΡΠ½ΠΎΡΡΡΠΈΠ΅ΡΡ ΠΊ ΠΊΠ»Π°ΡΡΡ ΠΏΡΠΎΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
: ΠΎΠ½ΠΈ Π΄Π°ΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΡ ΡΠ°ΠΌΠΎΠΌΡ ΠΏΡΠΎΠ΅ΡΠΈΡΠΎΠ²Π°ΡΡ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΡ ΠΈ ΠΏΠΎ-ΡΠ²ΠΎΠ΅ΠΌΡ Π΅Π΅ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠΈΡΠΎΠ²Π°ΡΡ. ΠΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ° Π·Π°Π΄Π°ΡΠΈ. Π Π°ΡΡΠΈΡΡΡΡΠ΅Π΅ΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΈ ΠΏΡΠΎΡΠ΅Π΄ΡΡ ΠΏΠΎΠΊΠ° Π½Π΅ ΠΏΡΠΈΠ²Π΅Π»ΠΎ ΠΊ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΡΠ°Π±ΠΎΡ, ΠΎΠ±ΠΎΠ±ΡΠ°ΡΡΠΈΡ
ΠΎΠΏΡΡ ΠΈΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ, ΠΊ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΠ΅Π³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΌΡ Π°Π½Π°Π»ΠΈΠ·Ρ ΡΠ°Π·Π½ΡΡ
Π²ΠΈΠ΄ΠΎΠ² ΠΈΠ·ΠΎΠ±ΡΠ°ΠΆΠ΅Π½ΠΈΡ. ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠΌ Π΄Π»Ρ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΠΎΡΠ»ΡΠΆΠΈΠ»ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΡΠ΅Ρ
ΡΠ΅ΡΠΈΠΉ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ, Π² ΠΊΠΎΡΠΎΡΡΡ
ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΎ ΠΈ ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½ΠΎ Π±ΠΎΠ»Π΅Π΅ 4 000 ΠΈ Π±ΠΎΠ»Π΅Π΅ 3 000 ΡΠΈΡΡΠ½ΠΊΠΎΠ² ΠΏΠΎ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ°ΠΌ Β«ΠΠΎΠ½ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΠΉ ΡΠΈΡΡΠ½ΠΎΠΊ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΈΠ· Π³Π΅ΠΎΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΠ³ΡΡΒ», ΠΏΡΠΈΡ
ΠΎΠ³Π΅ΠΎΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΡΠ΅ΡΡ Π‘. ΠΠ΅Π»Π»ΠΈΠ½Π³Π΅ΡΠ°, Π ΠΎΡΡΠ°Ρ
Π° ΠΈ Π΄Ρ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΠΊΠ°Π·Π°Π», ΡΡΠΎ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² Π² ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΈΡΡΠ½ΠΊΠ°Ρ
Π½Π΅ ΡΠ»ΡΡΠ°ΠΉΠ½ΠΎ, ΡΡΠΎ ΠΈ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΎ Π½Π°ΠΌ Π²ΡΠ΄Π΅Π»ΠΈΡΡ ΡΠ΅ΠΌΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΡΠΈΠΏΠΎΠ², ΠΊΠΎΡΠΎΡΡΠΌ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡ ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ. Π’ΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΎΡΠ½ΠΎΠ²Π°Π½Π° Π½Π° ΡΠ°ΡΡΠΎΡΠ΅ Π²ΡΡΡΠ΅ΡΠ°Π΅ΠΌΠΎΡΡΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΈΠΏΠ° ΡΡΠ΅Π΄ΠΈ ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ², Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΊΡΠΏΠ΅ΡΡΠ½ΠΎΠΉ ΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠΉ Π²Π°Π»ΠΈΠ΄Π½ΠΎΡΡΠΈ, ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΠΎΠΉ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ Π±ΠΎΠ»ΡΡΠΎΠ³ΠΎ ΡΠΈΡΠ»Π° Π±Π΅ΡΠ΅Π΄ ΠΈ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠΉ, ΠΏΡΠΈ ΠΎΠ±ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ. Π ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΌΠ½ΠΎΠ³ΠΎΠ»Π΅ΡΠ½ΠΈΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ΠΌ ΠΏΡΠΎΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
(Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
) ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ². ΠΡΠ²ΠΎΠ΄Ρ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΈ ΡΠΎΠΏΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ², ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΡ
Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΎΠΏΠΈΡΠ°Π½Π½ΡΡ
Π½Π°ΠΌΠΈ Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ, ΠΌΡ ΠΏΡΠΈΡΠ»ΠΈ ΠΊ ΡΠ»Π΅Π΄ΡΡΡΠΈΠΌ Π²ΡΠ²ΠΎΠ΄Π°ΠΌ. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ ΠΎΠ±ΠΎΠ³Π°ΡΠ°Π΅Ρ ΠΏΡΠΎΡΠ΅ΡΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠ½ΡΡΠ»ΡΡΠ°ΡΠΈΠΈ, Π΄ΠΎΠΏΠΎΠ»Π½ΡΠ΅Ρ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², Π²ΡΠ±ΡΠ°Π²ΡΠΈΡ
ΡΠ΅ ΠΈΠ»ΠΈ ΠΈΠ½ΡΠ΅ ΡΡΠ΅ΡΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠ΅Π΄ΠΏΠΎΡΡΠ»ΠΎΠΊ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°ΠΌΠΎΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Ρ ΠΏΠΎΠΌΠΎΡΡΡ Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΈΠΌΠ΅Π΅Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΠ΅ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ: ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ Π³Π»ΡΠ±ΠΆΠ΅ ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π° ΠΈ Π²ΡΡΠ°Π±ΠΎΡΠ°ΡΡ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΡΠ΅ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ ΠΏΠΎ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°ΠΌΠΎΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΠΊΠ°ΠΊ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ, ΡΠ°ΠΊ ΠΈ Π²Π·ΡΠΎΡΠ»ΡΡ
. Π ΡΠΈΠ»Ρ ΠΏΡΠΎΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ° Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²Π° Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠΎΡΠ΅Π΄ΡΡ, ΠΈΡ
ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ, ΠΊΠ°ΠΊ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ Π½Π°ΡΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΠΌΠ΅Π½Π΅Π΅ ΠΏΠΎΠ΄Π²Π΅ΡΠΆΠ΅Π½Ρ ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΡΠΎΠ·Π½Π°Π½ΠΈΡ, Π° ΡΡΠΎ Π²Π΅ΡΡΠΌΠ° Π²Π°ΠΆΠ½ΡΠΉ Π°ΡΠ³ΡΠΌΠ΅Π½Ρ Π² ΠΏΠΎΠ»ΡΠ·Ρ ΠΈΡ
ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ, ΡΠ°ΠΊ ΠΊΠ°ΠΊ Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠ°Π±ΠΎΡΠ°ΡΡ Β«ΡΠ΅ΡΠ΅Π· ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΒ» Π½Π° ΡΠ΅ΡΠΊΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΠΏΠΎΠ² Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π²ΠΌΠ΅ΡΡΠ΅ Ρ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠΌΠΈ ΠΌΠ΅ΡΠΎΠ΄Π°ΠΌΠΈ ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΡΡ
ΠΏΡΠΈΡ
ΠΎΠ΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠΎΡΠ΅Π΄ΡΡ ΠΎΡΠ΅Π½ΠΊΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ² (MMPI, ΠΡΡΡΠ΅Π»Π», ΠΠΉΠ·Π΅Π½ΠΊ ΠΈ Π΄Ρ.)
Π Π°Π·Π²ΠΈΡΠΈΠ΅ ΠΏΡΠΈΡ ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ
Introduction. Today, many values have lost their inherent polarity of good and evil, moral consciousness has turned out to be the leading determinant, the effectiveness of which is manifested precisely in psychology, consciousness and behavior of the individual. Purpose setting. The starting point of our study is the information theory of emotions by P. V. Simonov. But if P. V. Simonov studied in detail the emotional effect of the information situation, then for us it is more important and interesting to solve the inverse problem β the emotional stimulation of the functions of the intellect, directly forming consciousness, which became the subject and result of our study, the specificity of which was the convergence of cognition and experience, cognitive, emotional and behavioral. Methodology of the study. To analyze the research behavior of adolescent students and undergraduates general scientific research methods were used (i.e. experiment, modeling method, a program for finding patterns for legal, moral, social, terminal and instrumental values β PolyAnalyst, etc.), as well as diagnostic methods and specially organized directed training, correlation and factor analyzes of the entire volume of obtained data in dynamics. Results. A new experimental direction in the development of the psychology of exploratory behavior, the study of patterns and mechanisms of emotional reactions of a person, the influence of actualized emotions on the effectiveness of the moral development of a person is presented. A longitudinal study of the values of the personality structure was carried out in terms of its dynamics, stability, connection with meaningful life orientations and interrelations with the general personal and specific emotional properties of the respondents. Conclusion. Personality is considered not only as a product of formation and learning by adults, but also as an autonomous sociocultural reality, which allows us to get out of the old model of "becoming" and outline a new range of problems and issues in the theory and practice of the moral development of the students. In this article we have taken a systematic study of the specificity and relationship of the emotional-sensory, intellectual and cognitive, behavioral spheres, their relationship with individual and personal qualities, which is its value and scientific novelty. The unity of the position of all social factors in the process of emotional and moral development of the individual and the humane focus of the entire spectrum of influence, in the center of which is the individuality as an active creative principle, are necessary.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π‘Π΅Π³ΠΎΠ΄Π½Ρ ΠΌΠ½ΠΎΠ³ΠΈΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΡΡΡΠ°ΡΠΈΠ»ΠΈ ΠΏΡΠΈΡΡΡΡΡ ΠΈΠΌ ΠΏΠΎΠ»ΡΡΠ½ΠΎΡΡΡ Π΄ΠΎΠ±ΡΠ° ΠΈ Π·Π»Π°, ΠΌΠΎΡΠ°Π»ΡΠ½ΠΎΠ΅ ΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ ΠΎΠΊΠ°Π·Π°Π»ΠΎΡΡ Π²Π΅Π΄ΡΡΠ΅ΠΉ Π΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°Π½ΡΠΎΠΉ, Π΄Π΅ΠΉΡΡΠ²Π΅Π½Π½ΠΎΡΡΡ ΠΊΠΎΡΠΎΡΠΎΠΉ ΠΏΡΠΎΡΠ²Π»ΡΠ΅ΡΡΡ Π² ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ, ΡΠΎΠ·Π½Π°Π½ΠΈΠΈ ΠΈ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. ΠΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ° Π·Π°Π΄Π°ΡΠΈ. ΠΡΠΏΡΠ°Π²Π½ΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠ΅ΠΉ Π½Π°ΡΠ΅Π³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½Π°Ρ ΡΠ΅ΠΎΡΠΈΡ ΡΠΌΠΎΡΠΈΠΉ Π. Π. Π‘ΠΈΠΌΠΎΠ½ΠΎΠ²Π°. ΠΠΎ Π΅ΡΠ»ΠΈ Π. Π. Π‘ΠΈΠΌΠΎΠ½ΠΎΠ² Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π» ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ ΡΡΡΠ΅ΠΊΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ, ΡΠΎ Π΄Π»Ρ Π½Π°Ρ Π±ΠΎΠ»Π΅Π΅ Π²Π°ΠΆΠ½ΠΎ ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΎΠ±ΡΠ°ΡΠ½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ β ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΡΠΈΠΌΡΠ»ΡΡΠΈΠΈ ΡΡΠ½ΠΊΡΠΈΠΉ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΠ°, Π½Π΅ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²Π΅Π½Π½ΠΎ ΡΠΎΡΠΌΠΈΡΡΡΡΠ΅ΠΉ ΡΠΎΠ·Π½Π°Π½ΠΈΠ΅, ΡΡΠΎ ΡΡΠ°Π»ΠΎ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠΌ Π½Π°ΡΠ΅Π³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ ΡΠΎΡΡΠΎΡΠ»Π° Π² ΡΠ±Π»ΠΈΠΆΠ΅Π½ΠΈΠΈ ΠΏΠΎΠ·Π½Π°Π½ΠΈΡ ΠΈ ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π½ΠΈΡ, ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ΠΎ, ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΡΠ΅ΡΠΊΠΎΠ³ΠΎ. ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ»Ρ Π°Π½Π°Π»ΠΈΠ·Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΡΠ°ΡΠΈΡ
ΡΡ-ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ² ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΠΎΠ±ΡΠ΅Π½Π°ΡΡΠ½ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ (ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ, ΠΌΠ΅ΡΠΎΠ΄ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ, ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ° ΠΏΠΎΠΈΡΠΊΠ° Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠ΅ΠΉ Π΄Π»Ρ ΠΏΡΠ°Π²ΠΎΠ²ΡΡ
, Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΡΡ
, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
, ΡΠ΅ΡΠΌΠΈΠ½Π°Π»ΡΠ½ΡΡ
ΠΈ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ β PolyAnalyst ΠΈ Π΄Ρ.), ΠΊΠΎΡΡΠ΅Π»ΡΡΠΈΠΎΠ½Π½ΡΠΉ ΠΈ ΡΠ°ΠΊΡΠΎΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ·Ρ Π²ΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ΅ΠΌΠ° ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΡ
Π΄Π°Π½Π½ΡΡ
Π² Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠ΅. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΎ Π½ΠΎΠ²ΠΎΠ΅ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ, ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠ΅ΠΉ ΠΈ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠ΅Π°ΠΊΡΠΈΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. ΠΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΎ Π»ΠΎΠ½Π³ΠΈΡΡΠ΄ΠΈΠ½Π°Π»ΡΠ½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΡΡΡΠΊΡΡΡΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π½Π° ΠΏΡΠ΅Π΄ΠΌΠ΅Ρ Π΅Π΅ Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠΈ, ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎΡΡΠΈ, ΡΠ²ΡΠ·ΠΈ ΡΠΎ ΡΠΌΡΡΠ»ΠΎΠΆΠΈΠ·Π½Π΅Π½Π½ΡΠΌΠΈ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΡΠΌΠΈ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΠΈ Ρ ΠΎΠ±ΡΠ΅Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΠΌΠΈ. ΠΡΠ²ΠΎΠ΄Ρ. ΠΠΈΡΠ½ΠΎΡΡΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΊΠ°ΠΊ ΠΏΡΠΎΠ΄ΡΠΊΡ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΠΈ Π½Π°ΡΡΠ΅Π½ΠΈΡ ΡΠΎ ΡΡΠΎΡΠΎΠ½Ρ Π²Π·ΡΠΎΡΠ»ΡΡ
, Π½ΠΎ ΠΈ ΠΊΠ°ΠΊ Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½Π°Ρ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½Π°Ρ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΡ, ΡΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ Π²ΡΠΉΡΠΈ ΠΈΠ· ΡΡΠ°ΡΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ Β«ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡΒ» ΠΈ Π½Π°ΠΌΠ΅ΡΠΈΡΡ Π½ΠΎΠ²ΡΠΉ ΠΊΡΡΠ³ ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΠΈ Π²ΠΎΠΏΡΠΎΡΠΎΠ² ΡΠ΅ΠΎΡΠΈΠΈ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ². Π ΡΡΠ°ΡΡΠ΅ Π½Π°ΠΌΠΈ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠΎ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎ-ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠΉ, ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ΅Ρ, ΠΈΡ
ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ Ρ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΠΌΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π°ΠΌΠΈ, ΡΡΠΎ ΡΠ²Π»ΡΠ΅ΡΡΡ Π΅Π΅ ΡΠ΅Π½Π½ΠΎΡΡΡΡ ΠΈ Π½Π°ΡΡΠ½ΠΎΠΉ Π½ΠΎΠ²ΠΈΠ·Π½ΠΎΠΉ. ΠΠ΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΡ Π΅Π΄ΠΈΠ½ΡΡΠ²ΠΎ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ Π²ΡΠ΅Ρ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΠ°ΠΊΡΠΎΡΠΎΠ² Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ Π³ΡΠΌΠ°Π½Π½Π°Ρ Π½Π°ΡΠ΅Π»Π΅Π½Π½ΠΎΡΡΡ Π²ΡΠ΅Π³ΠΎ ΡΠΏΠ΅ΠΊΡΡΠ° Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΡ, Π² ΡΠ΅Π½ΡΡΠ΅ ΠΊΠΎΡΠΎΡΡΡ
β Π»ΠΈΡΠ½ΠΎΡΡΡ ΠΊΠ°ΠΊ Π°ΠΊΡΠΈΠ²Π½ΠΎΠ΅ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ΅ Π½Π°ΡΠ°Π»ΠΎ
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