3 research outputs found
Conceptual Vision of the New University in the Works of Modern Scientists: Typology of the Concepts of Innovatisation of the Higher School
This article is devoted to solving the problem of systematizing the existing concepts of innovation in higher education, reflecting the new vision of the university by modern scientists. The author studied the content and conducted a comparative analysis of various concepts relating to the emergence of the future image of the University. First of all, these are the works of the classics of post-industrialism, who defined science and education as a new industry within the emerging knowledge economy and noted the need to form, in this regard, a new type of University. Important potential for understanding the role and place of the University, as well as to get an idea of its supposed (futuristic) model in the new realities have the concepts of innovatization of higher education, the analysis of which is given most of the article. Under the concepts of innovatization of higher education in the article we understand the concept of modern scientists who consider the transformation of the traditional University in its innovative model that meets the needs of the economy and society focused on innovation. The concepts of innovatization are also divided into several types, grouped according to the relevant features, which suggests the possibility of transition to the innovative model of the University in different ways
Preconditions and characteristics of the higher school integration into the global innovation space
The emergence of an innovative economy is a global process that is accompanied by an increase in the number of innovation-oriented objects, their spatial expansion around the world along with the simultaneous formation of global innovation space on the basis of world innovative processes. Under the influence of objective processes of innovatization and globalization of the innovation field the role of the high school is changing dramatically: it becomes one of the subjects of creating and promoting innovation on the global scale. This article is dedicated to a study of the higher school as a subject of the global innovative space. In the article the problems of integration of the higher school in the global innovation space are discusses. The aim of the study is to identify the conditions of the higher schoolβs emergence as an actor in global innovative relations as well as to give a description of the main characteristics of the such integration. The research methodology includes the use of the systemic approach, allowing the authors to consider the integration of the higher school in the global innovation space in the for as a complex model in which the higher school system is part of a system of higher order, namely, the system of the global innovation space. This allowed us to identify a set of initial conditions, or prerequisites of integration, which are the cause of resulting characteristics of integration. The result was the structuring of preconditions and characteristics of the integration of the higher school in the global innovative space, making it possible to expandthe scientific basis of practical activities of domestic universities, leading to the formation of competitive advantages in global innovation and a solution of relevant problems of creating in Russia a network of world class universities.Π‘ΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ Π½ΠΎΡΠΈΡ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΈ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π°Π΅ΡΡΡ ΡΠΎΡΡΠΎΠΌ ΡΠΈΡΠ»Π΅Π½Π½ΠΎΡΡΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π² ΠΎΡΠ΄Π΅Π»ΡΠ½ΠΎ Π²Π·ΡΡΠΎΠΉ ΡΡΡΠ°Π½Π΅ ΠΈΠ»ΠΈ Π³ΡΡΠΏΠΏΠ΅ ΡΠ°Π·Π²ΠΈΡΡΡ
ΡΡΡΠ°Π½, Π½ΠΎ ΠΈΡ
ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅Π½Π½ΡΠΌ ΡΠ°ΡΡΠΈΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΏΠΎ Π²ΡΠ΅ΠΌΡ ΠΌΠΈΡΡ ΠΏΡΠΈ ΠΎΠ΄Π½ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π° Π½Π° Π±Π°Π·Π΅ ΠΌΠ΅ΠΆ- ΠΈ Π½Π°Π΄Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°. ΠΠΎΠ΄ Π²Π»ΠΈΡΠ½ΠΈΠ΅ΠΌ ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΈ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΡΠ΅ΡΡ ΠΊΠ°ΡΠ΄ΠΈΠ½Π°Π»ΡΠ½ΠΎ ΠΌΠ΅Π½ΡΠ΅ΡΡΡ ΡΠΎΠ»Ρ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ, ΠΊΠΎΡΠΎΡΠ°Ρ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΠΈ ΠΏΡΠΎΠ΄Π²ΠΈΠΆΠ΅Π½ΠΈΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π² Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΠΎΠΌ ΠΌΠ°ΡΡΡΠ°Π±Π΅. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ ΠΊΠ°ΠΊ ΡΡΠ±ΡΠ΅ΠΊΡΠ° ΠΌΠΈΡΠΎΠ²ΠΎΠ³ΠΎ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π° ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° Π΄Π°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ. Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ Π² ΠΌΠΈΡΠΎΠ²ΠΎΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ. Π¦Π΅Π»ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΏΡΠ΅Π΄ΠΏΠΎΡΡΠ»ΠΎΠΊ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»ΠΈΠ²Π°ΡΡΠΈΡ
ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΡΡΠΈ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΈΠ· ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΡ
ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΎΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΏΡΠΈΠ·Π½Π°ΠΊΠΎΠ² ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ Π² ΠΌΠΈΡΠΎΠ²ΠΎΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ. Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΡ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ Π² ΠΌΠΈΡΠΎΠ²ΠΎΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ Π² Π²ΠΈΠ΄Π΅ ΡΠ»ΠΎΠΆΠ½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ, Π² ΠΊΠΎΡΠΎΡΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ° Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ°ΡΡΡΡ ΡΠΈΡΡΠ΅ΠΌΡ Π±ΠΎΠ»Π΅Π΅ Π²ΡΡΠΎΠΊΠΎΠ³ΠΎ ΠΏΠΎΡΡΠ΄ΠΊΠ°, Π° ΠΈΠΌΠ΅Π½Π½ΠΎ ΡΠΈΡΡΠ΅ΠΌΡ ΠΌΠΈΡΠΎΠ²ΠΎΠ³ΠΎ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π°. ΠΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΎ Π²ΡΠ΄Π΅Π»ΠΈΡΡ ΡΠΎΠ²ΠΎΠΊΡΠΏΠ½ΠΎΡΡΡ ΠΈΡΡ
ΠΎΠ΄Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ, ΠΈΠ»ΠΈ ΠΏΡΠ΅Π΄ΠΏΠΎΡΡΠ»ΠΎΠΊ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ, ΡΠ²Π»ΡΡΡΠΈΡ
ΡΡ ΠΏΡΠΈΡΠΈΠ½ΠΎΠΉ Π²ΠΎΠ·Π½ΠΈΠΊΠ½ΠΎΠ²Π΅Π½ΠΈΡ ΡΠ΅Π·ΡΠ»ΡΡΠΈΡΡΡΡΠΈΡ
ΠΏΡΠΈΠ·Π½Π°ΠΊΠΎΠ² ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ. ΠΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΄Π΅Π»Π΅Π½ΠΎ Π°Π½Π°Π»ΠΈΠ·Ρ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π½Π΅ΠΊΠΎΡΠΎΡΡΡ
Π²Π΅Π΄ΡΡΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΠΌΠΈΡΠ°, ΠΊΠΎΡΠΎΡΡΠ΅ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΠΌΠΎΠΆΠ½ΠΎ Π±ΡΠ»ΠΎ Π±Ρ ΠΎΡ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΠΎΠ²Π°ΡΡ ΠΊΠ°ΠΊ Π²ΡΠ·Ρ, ΠΈΠ½ΡΠ΅Π³ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ Π² ΠΌΠΈΡΠΎΠ²ΠΎΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠΌ ΡΠ°Π±ΠΎΡΡ ΡΡΠ°Π»Π° ΡΡΡΡΠΊΡΡΡΠΈΠ·Π°ΡΠΈΡ ΠΏΡΠ΅Π΄ΠΏΠΎΡΡΠ»ΠΎΠΊ ΠΈ ΠΏΡΠΈΠ·Π½Π°ΠΊΠΎΠ² ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ Π² ΠΌΠΈΡΠΎΠ²ΠΎΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠ°Ρ ΡΠ°ΡΡΠΈΡΠΈΡΡ Π½Π°ΡΡΠ½ΡΡ Π±Π°Π·Ρ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
Π²ΡΠ·ΠΎΠ², Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΉ Π½Π° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠ½ΡΡ
ΠΏΡΠ΅ΠΈΠΌΡΡΠ΅ΡΡΠ² Π² ΡΡΠ΅ΡΠ΅ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΡ
ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ Π½Π° ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ Π² Π ΠΎΡΡΠΈΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΠΌΠΈΡΠΎΠ²ΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ
ΠΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΠΎΠ΅ Π²ΠΈΠ΄Π΅Π½ΠΈΠ΅ Π½ΠΎΠ²ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π² ΡΠ°Π±ΠΎΡΠ°Ρ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ ΡΡΠ΅Π½ΡΡ : ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ
This article is devoted to solving the problem of systematizing the existing concepts of innovation in higher education, reflecting the new vision of the university by modern scientists. The author studied the content and conducted a comparative analysis of various concepts relating to the emergence of the future image of the University. First of all, these are the works of the classics of post-industrialism, who defined science and education as a new industry within the emerging knowledge economy and noted the need to form, in this regard, a new type of University. Important potential for understanding the role and place of the University, as well as to get an idea of its supposed (futuristic) model in the new realities have the concepts of innovatization of higher education, the analysis of which is given most of the article. Under the concepts of innovatization of higher education in the article we understand the concept of modern scientists who consider the transformation of the traditional University in its innovative model that meets the needs of the economy and society focused on innovation. The concepts of innovatization are also divided into several types, grouped according to the relevant features, which suggests the possibility of transition to the innovative model of the University in different ways.ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΡΠ΅ΡΠ΅Π½ΠΈΡ Π·Π°Π΄Π°ΡΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠΌΠ΅ΡΡΠΈΡ
ΡΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ, ΠΎΡΡΠ°ΠΆΠ°ΡΡΠΈΡ
Π½ΠΎΠ²ΠΎΠ΅ Π²ΠΈΠ΄Π΅Π½ΠΈΠ΅ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΌΠΈ ΡΡΠ΅Π½ΡΠΌΠΈ. ΠΠ²ΡΠΎΡΠΎΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΈ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ, ΠΊΠ°ΡΠ°ΡΡΠΈΡ
ΡΡ Π·Π°ΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°. Π ΠΏΠ΅ΡΠ²ΡΡ ΠΎΡΠ΅ΡΠ΅Π΄Ρ, ΡΡΠΎ ΡΡΡΠ΄Ρ ΠΊΠ»Π°ΡΡΠΈΠΊΠΎΠ² ΠΏΠΎΡΡΠΈΠ½Π΄ΡΡΡΡΠΈΠ°Π»ΠΈΠ·ΠΌΠ°, ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ²ΡΠΈΡ
Π² ΡΠ²ΠΎΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
Π½Π°ΡΠΊΡ ΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΊΠ°ΠΊ Π½ΠΎΠ²ΡΡ ΠΈΠ½Π΄ΡΡΡΡΠΈΡ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΠΊΠ»Π°Π΄ΡΠ²Π°ΡΡΠ΅ΠΉΡΡ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ Π·Π½Π°Π½ΠΈΠΉ ΠΈ ΠΎΡΠΌΠ΅ΡΠ°Π²ΡΠΈΡ
Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ, Π² ΡΡΠΎΠΉ ΡΠ²ΡΠ·ΠΈ, Π²ΡΠ·Π° Π½ΠΎΠ²ΠΎΠ³ΠΎ ΡΠΈΠΏΠ°. ΠΠ΅ΠΌΠ°Π»ΠΎΠ²Π°ΠΆΠ½ΡΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠΌ Π΄Π»Ρ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠΎΠ»ΠΈ ΠΈ ΠΌΠ΅ΡΡΠ° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°, Π° ΡΠ°ΠΊΠΆΠ΅ Π΄Π»Ρ ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎ Π΅Π³ΠΎ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅ΠΌΠΎΠΉ (ΡΡΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ) ΠΌΠΎΠ΄Π΅Π»ΠΈ Π² Π½ΠΎΠ²ΡΡ
ΡΠ΅Π°Π»ΠΈΡΡ
, ΠΎΠ±Π»Π°Π΄Π°ΡΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ, Π°Π½Π°Π»ΠΈΠ·Ρ ΠΊΠΎΡΠΎΡΡΡ
ΡΠ΄Π΅Π»Π΅Π½Π° Π±ΠΎΠ»ΡΡΠ°Ρ ΡΠ°ΡΡΡ ΡΡΠ°ΡΡΠΈ. ΠΠΎΠ΄ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΡΠΌΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ Π² ΡΡΠ°ΡΡΠ΅ ΠΏΠΎΠ½ΠΈΠΌΠ°ΡΡΡΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΠ΅Π½ΡΡ
, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΠΈΡ
ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ Π²ΡΠ·Π° Π² Π΅Π³ΠΎ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ ΠΌΠΎΠ΄Π΅Π»Ρ, ΠΎΡΠ²Π΅ΡΠ°ΡΡΡΡ Π·Π°ΠΏΡΠΎΡΠ°ΠΌ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ ΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π½Π° ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΈ. Π‘Π°ΠΌΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠ·Π°ΡΠΈΠΈ ΡΠ°ΠΊΠΆΠ΅ ΡΠ°Π·Π΄Π΅Π»Π΅Π½Ρ Π½Π° Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΎ ΡΠΈΠΏΠΎΠ², ΡΠ³ΡΡΠΏΠΏΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΠΏΠΎ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠΌ ΠΏΡΠΈΠ·Π½Π°ΠΊΠ°ΠΌ, ΡΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ Π³ΠΎΠ²ΠΎΡΠΈΡΡ ΠΎ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄Π° ΠΊ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΎΡΠ»ΠΈΡΠ½ΡΠΌΠΈ Π΄ΡΡΠ³ ΠΎΡ Π΄ΡΡΠ³Π° ΠΏΡΡΡΠΌΠΈ