549 research outputs found
Democratic Support, Protests, and Authoritarian Violence in Non-Democracies
This thesis studies the effects of democratic support in non-democracies in relation to protest participation as well as violent/non-violent authoritarian responses to protests. Using Bayesian process-tracing, I investigate two democratic support-related hypotheses in case studies of democratic mass mobilisation. One case study centres on Georgia in 2003; the other centres on Armenia in 2018. The first "mobilising" hypothesis suggests that strong support for democracy on the individual level makes people more likely to join democratic protests. The mobilising hypothesis receives strong positive confirmation from both case studies. The second "moderating" hypothesis predicts that a high level of democratic support in non-democratic countries will make autocrats less likely to use violence against protesters. The findings for the moderating hypothesis are mixed: it is disconfirmed in Georgia's case, but there is insufficient evidence fully to confirm or disconfirm the hypothesis in the case of Armenia. Overall, the findings from the case studies show that democratic support plays a key role in motivating people to join democratic protests in non-democracies when the risks are high and the benefits are unclear
ASSESSMENT OF MATHEMATICS TEACHERSβ PROFESSIONAL COMPETENCE
Development of studentsβ mathematical skills is associated with quality teaching, which means that mathematics teachers should be able to successfully solve mathematical, teaching, and professional problems. The article aims to describe the assessment system of mathematics school teachersβ professional competence, which helps identify gaps in their training and design tailor-made retraining courses. 2,359 mathematics teachers from 13 regions of Russia participated in the research on 05β29 September 2017. Foremost, we conducted a survey and collected data about their teacher category and teacher expertise. Next, we provided a preliminary diagnostic test to enable the participants to self-assess their subject matter and teaching competencies. After that, they completed a three-part diagnostic test to assess their abilities to solve mathematical, teaching, and professional problems. Finally, the participants conducted video lessons. The three-part diagnostic test and video lessons allowed determining the professional competence level for every mathematics teacher. 24% participants showed level I of professional competence, 44% β level II, 9% β level II; 23% participants did not pass the basic level of professional competence. The results show that the mathematics teachers have difficulties in solving mathematical, teaching, or professional problems so tailor-made retraining courses are required. The developed assessment system underlies designing the courses
Substantiation of Approaches to the Analysis and Assessment of the Eο¬ectiveness of Participants in the Implementation of Diversifcation Programs.
Purpose: of the article is to substantiate conceptual approaches to the formation of a toolkit for assessing the eο¬ectiveness of participants in the development and implementation of diversifcation programs for enterprises of the military-industrial complex in the context of digital transformation of management.Methods: the research methodology is based on general economic approaches to studying the problems of the efciency of economic activity of economic entities and special approaches to the formation of complex systems for analyzing and assessing the eο¬ectiveness and efciency of the activities of project management participants in the process of developing and implementing programs for the diversifcation of the defense industry. The basis of the methodology is the concept of performance management in the context of digital transformation of management.Results: the article presents the key provisions and the main results of the study, obtained on the basis of studying the materials of scientific publications and open information sources in the subject area under consideration using the methods of logical, content and statistical analysis. Based on the specifcs of diversifcation programs, it is proposed to use the provisions of the performance management concept as a theoretical basis for the formation of a tool for assessing the activities of their participants. An integral multiplicative criterion of efciency for a comprehensive assessment of activities is proposed. It is built on the indicators of fve aspects of assessing the performance of participants in diversifcation programs. These aspects assess the completenes s of the organizational and methodological support of the diversification process, the consolidated eο¬ectiveness and efciency of the program activities, the quality of management, as well as the fnancial security of the implementation of the diversifcation program activities.Conclusions and Relevance: a scenario approach to substantiating the parameters of the incentive mechanism in the model of coordinated activity of the participants in the implementation of the diversifcation program is proposed, which takes into account the assessment of its commercial parameters. The results presented in the article are useful in the development of methodological support for assessing the eο¬ectiveness and organizing incentives for participants in diversifcation programs in the context of the formation of a digital ecosystem for managing enterprises of the military-industrial complex
ΠΠ°Π΄Π°ΡΠΈ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΎΠΏΡΠΈΠΌΠΈΠ·Π°ΡΠΈΠΈ ΡΠΎΡΡΠ°Π²Π° ΠΈΡΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π΅ΠΉ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ
Purpose:Β the purpose of the study is to improve the quality and effectiveness of strategic planning in the system of public authorities of the Russian Federation by improving the procedure and tools for determining the rational composition of executors of development programs and projects in the conditions of state governance digitalization.Methods:Β when managing the composition of participants in development programs, a systematic approach was used to analyze the impact on obtaining the expected results and achieving the set goals of the degree of compliance with the nature of the planned activities, the number of members and the competency profile of potential executors. The task of determining a rational set of participants in development programs and projects is formulated and solved using methods for optimizing professional and qualification characteristics when choosing applicants from a finite set of potential performers.Results:Β in the course of the study, the essence, parameters, factors and conditions for the substantive formulation of the problem of determining the composition of the executors of development programs and projects were determined. The state of institutional support for planning the resource support of development programs and projects is characterized. A mathematical model for assessing the characteristics of professional competencies and optimizing the choice of participants for the implementation of planned program activities has been formed. The algorithmic and computer tools for solving the problem are determined taking into account the specification of the electronic data of the digital platform for supporting strategic planning processes and the possibilities of using intelligent technologies to identify and optimize the profile of professional competencies of executors of strategic planning documents developed in the framework of programming.conclusions and Relevance:Β the obtained scientific results develop the provisions of the theory of program-target management in the system of public authority, and can also be used to improve the institutional framework for strategic planning of the Russian Federation and methodological support for the development of development programs and projects. The proposed analytical tools make it possible to increase the level of validity and feasibility of the developed plans through the use of the method of conjugated assessment of specialization profiles of program activities and the competence of potential executors.Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΎΡΠ³Π°Π½ΠΎΠ² ΠΏΡΠ±Π»ΠΈΡΠ½ΠΎΠΉ Π²Π»Π°ΡΡΠΈ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ Π·Π° ΡΡΠ΅Ρ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΡΡΠ΄ΠΊΠ° ΠΈ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π° ΠΈΡΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π΅ΠΉ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ.ΠΠ΅ΡΠΎΠ΄ ΠΈΠ»ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΠ°Π±ΠΎΡΡ. ΠΡΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΈ ΡΠΎΡΡΠ°Π²ΠΎΠΌ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ ΡΠΈΡΡΠ΅ΠΌΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ Π΄Π»Ρ Π°Π½Π°Π»ΠΈΠ·Π° Π²Π»ΠΈΡΠ½ΠΈΡ Π½Π° ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΠ΅ ΠΎΠΆΠΈΠ΄Π°Π΅ΠΌΡΡ
ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΈ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠ΅ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΡΡ
ΡΠ΅Π»Π΅ΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΡ Π·Π°ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ ΡΠΈΡΠ»Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π° ΠΈ ΠΏΡΠΎΡΠΈΠ»Ρ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈΡΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π΅ΠΉ. ΠΠ°Π΄Π°ΡΠ° ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π°Π±ΠΎΡΠ° ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°Π½Π° ΠΈ ΡΠ΅ΡΠ΅Π½Π° Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΎΠΏΡΠΈΠΌΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΠΏΡΠΈ Π²ΡΠ±ΠΎΡΠ΅ ΠΏΡΠ΅ΡΠ΅Π½Π΄Π΅Π½ΡΠΎΠ² ΠΈΠ· ΠΊΠΎΠ½Π΅ΡΠ½ΠΎΠ³ΠΎ ΠΌΠ½ΠΎΠΆΠ΅ΡΡΠ²Π° ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈΡΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π΅ΠΉ.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ°Π±ΠΎΡΡ. Π Ρ
ΠΎΠ΄Π΅ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΡΡΡΠ½ΠΎΡΡΡ, ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΡ, ΡΠ°ΠΊΡΠΎΡΡ ΠΈ ΡΡΠ»ΠΎΠ²ΠΈΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠΈ Π·Π°Π΄Π°ΡΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΠΎΡΡΠ°Π²Π° ΠΈΡΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π΅ΠΉ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΡ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΠΎΠ²Π°Π½ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ. Π‘ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π° ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΠΎΠ΄Π΅Π»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΠΈ ΠΎΠΏΡΠΈΠΌΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΠ±ΠΎΡΠ° ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² Π΄Π»Ρ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π·Π°ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΡΡ
ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ. ΠΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ Π°Π»Π³ΠΎΡΠΈΡΠΌΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΠΉ Π΄Π»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π·Π°Π΄Π°ΡΠΈ Ρ ΡΡΠ΅ΡΠΎΠΌ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΡΡ
Π΄Π°Π½Π½ΡΡ
ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π΄Π»Ρ ΠΈΠ΄Π΅Π½ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΈ ΠΎΠΏΡΠΈΠΌΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΡΠΈΠ»Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΠΈΡΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π΅ΠΉ Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠΎΠ² ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠ°ΡΡΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΠ½ΠΊΡΠΈΠΉ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ.ΠΡΠ²ΠΎΠ΄Ρ. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ Π½Π°ΡΡΠ½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ ΡΠ΅ΠΎΡΠΈΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΠΎ-ΡΠ΅Π»Π΅Π²ΠΎΠ³ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΏΡΠ±Π»ΠΈΡΠ½ΠΎΠΉ Π²Π»Π°ΡΡΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ Π΄Π»Ρ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π±Π°Π·Ρ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΠΉ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΠΎΠ²ΡΡΠΈΡΡ ΡΡΠΎΠ²Π΅Π½Ρ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ ΠΈ ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΠΌΠΎΡΡΠΈ ΡΠ°Π·ΡΠ°Π±Π°ΡΡΠ²Π°Π΅ΠΌΡΡ
ΠΏΠ»Π°Π½ΠΎΠ² Π·Π° ΡΡΠ΅Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΠΏΡΡΠΆΠ΅Π½Π½ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΏΡΠΎΡΠΈΠ»Π΅ΠΉ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΡΡ
ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΠΈΡ
ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈΡΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π΅ΠΉ
ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠ΄Ρ ΠΎΠ΄ΠΎΠ² ΠΊ Π°Π½Π°Π»ΠΈΠ·Ρ ΠΈ ΠΎΡΠ΅Π½ΠΊΠ΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ
Purpose: of the article is to substantiate conceptual approaches to the formation of a toolkit for assessing the eο¬ectiveness of participants in the development and implementation of diversifcation programs for enterprises of the military-industrial complex in the context of digital transformation of management.Methods: the research methodology is based on general economic approaches to studying the problems of the efciency of economic activity of economic entities and special approaches to the formation of complex systems for analyzing and assessing the eο¬ectiveness and efciency of the activities of project management participants in the process of developing and implementing programs for the diversifcation of the defense industry. The basis of the methodology is the concept of performance management in the context of digital transformation of management.Results: the article presents the key provisions and the main results of the study, obtained on the basis of studying the materials of scientific publications and open information sources in the subject area under consideration using the methods of logical, content and statistical analysis. Based on the specifcs of diversifcation programs, it is proposed to use the provisions of the performance management concept as a theoretical basis for the formation of a tool for assessing the activities of their participants. An integral multiplicative criterion of efciency for a comprehensive assessment of activities is proposed. It is built on the indicators of fve aspects of assessing the performance of participants in diversifcation programs. These aspects assess the completenes s of the organizational and methodological support of the diversification process, the consolidated eο¬ectiveness and efciency of the program activities, the quality of management, as well as the fnancial security of the implementation of the diversifcation program activities.Conclusions and Relevance: a scenario approach to substantiating the parameters of the incentive mechanism in the model of coordinated activity of the participants in the implementation of the diversifcation program is proposed, which takes into account the assessment of its commercial parameters. The results presented in the article are useful in the development of methodological support for assessing the eο¬ectiveness and organizing incentives for participants in diversifcation programs in the context of the formation of a digital ecosystem for managing enterprises of the military-industrial complex.Π¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ β ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΡ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ ΠΎΠ±ΠΎΡΠΎΠ½Π½ΠΎ-ΠΏΡΠΎΠΌΡΡΠ»Π΅Π½Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ° Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ.ΠΠ΅ΡΠΎΠ΄Ρ ΠΈΠ»ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΠ°Π±ΠΎΡΡ. Π ΠΎΡΠ½ΠΎΠ²Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½Ρ ΠΊΠ°ΠΊ ΠΎΠ±ΡΠ΅ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Ρ
ΠΎΠ·ΡΠΉΡΡΠ²ΡΡΡΠΈΡ
ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ², ΡΠ°ΠΊ ΠΈ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ Π°Π½Π°Π»ΠΈΠ·Π° ΠΈ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΏΡΠΎΠ΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΠΠ. ΠΠ°Π·ΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡΡ (performance management) Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ°Π±ΠΎΡΡ. Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠΈΠ²Π΅Π΄Π΅Π½Ρ ΠΊΠ»ΡΡΠ΅Π²ΡΠ΅ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ ΠΈ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² Π½Π°ΡΡΠ½ΡΡ
ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΉ ΠΈ ΠΎΡΠΊΡΡΡΡΡ
ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² Π² ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΠΎΠΉ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ Ρ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, ΠΊΠΎΠ½ΡΠ΅Π½ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π°. ΠΡΡ
ΠΎΠ΄Ρ ΠΈΠ· ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ, Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΡΠ½ΠΎΠ²Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ° ΠΎΡΠ΅Π½ΠΊΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈΡ
ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ Π²ΠΎΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡΡΡ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡΠΌΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡΡ. ΠΠ»Ρ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ ΠΈΠ½ΡΠ΅Π³ΡΠ°Π»ΡΠ½ΡΠΉ ΠΌΡΠ»ΡΡΠΈΠΏΠ»ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠΉ ΠΊΡΠΈΡΠ΅ΡΠΈΠΉ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ, ΠΏΠΎΡΡΡΠΎΠ΅Π½Π½ΡΠΉ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡΠΎΠ² 5-ΡΠΈ Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² Π°Π½Π°Π»ΠΈΠ·Π° Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ, ΠΎΡΠ΅Π½ΠΈΠ²Π°ΡΡΠΈΡ
ΠΏΠΎΠ»Π½ΠΎΡΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ, ΡΠ²ΠΎΠ΄Π½ΡΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ, ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΡΡ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½Π½ΠΎΡΡΡ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΡ ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ.ΠΡΠ²ΠΎΠ΄Ρ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ ΡΡΠ΅Π½Π°ΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΊ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΎΠ² ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ° ΡΡΠΈΠΌΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΠΌΠΎΠ΄Π΅Π»ΠΈ ΡΠΎΠ³Π»Π°ΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ, Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΎΡΠ΅Π½ΠΊΠΈ Π΅Π΅ ΠΊΠΎΠΌΠΌΠ΅ΡΡΠ΅ΡΠΊΠΈΡ
ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΎΠ². ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΏΠΎΠ»Π΅Π·Π½Ρ ΠΏΡΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ Π΄Π»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈΡ
ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΠΊΠΎΡΠΈΡΡΠ΅ΠΌΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡΠΌΠΈ ΠΎΠ±ΠΎΡΠΎΠ½Π½ΠΎ-ΠΏΡΠΎΠΌΡΡΠ»Π΅Π½Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ°
ΠΠ½Π°Π»ΠΈΠ· ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΠΈ Ρ Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ ΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ
Purpose: the purpose of the study is to determine the main directions and conceptual approaches to modernizing analytical and computer support for the planning of strategic development of socio-economic systems on a national scale in the framework of improving the methodology of strategic planning in a digital transformation of the economy and management.Methods: the issues of improving the tools of strategic planning of socio-economic development are studied in the framework of a system approach to analyzing the construction and functioning of the state management mechanism in the context of active formation of the information society infrastructure and to evaluating of the impact of digital technologies on the content of management tasks in the process of co-evolution of objects and subjects of management in large-scale organizational systems.Results: the article deals with current problems and key tasks of modernization of scientific and methodological, informational and analytical support of state strategic management of socio-economic development. The trends of the evolution of objects and subjects of management in the conditions of the digital transformation of the information society are investigated. The institutional bases for the construction and operation of the strategic planning system of the Russian Federation are characterized. A block diagram of a complex of heterogeneous models of strategic planning of socio-economic development is given. Design solutions are proposed for building the architecture and developing a prototype of the computer support system for the scenario modeling technology when developing multi-level strategic decisions for planning socio-economic development in the emerging infrastructure of the digital economy is presented.Conclusions and Relevance: the study showed the importance and relevance of modernization of the methodological and analytical support of the strategic planning system of the Russian Federation, which takes into account the main consequences and requirements of the creation and distribution of digital technologies in various areas of society. The most important characteristics of innovative changes in the structure and content of strategic planning tasks, the solution of which is associated with the unification of the format of quantitative and qualitative assessments in the digital development management environment, are identified. Standardization of technologies for collecting, transmitting, storing and processing large amounts of data allows you to build computer software for the multi-level system of state strategic planning based on an open service-oriented architecture. The main direction of further research and development in the creation of an analytical platform to support strategic planning of socio-economic development can be the creation of a mathematical apparatus and software products for processing and analyzing large amounts of personalized information about the functioning of economic and social agents to identify and assess their potentials and priorities. This will allow to increase the degree of justification and consistency of planned decisions and regulatory measures developed by the state in the field of planning socio-economic development and ensuring the national security of the Russian Federation.Π¦Π΅Π»Ρ: Π¦Π΅Π»ΡΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΌΠ°ΡΡΡΠ°Π±Π° Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ ΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ.ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΠ°Π±ΠΎΡΡ: ΠΠΎΠΏΡΠΎΡΡ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Ρ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ Π°Π½Π°Π»ΠΈΠ·Ρ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ ΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ° Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΡΠ°ΡΡΡΡΠΊΡΡΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ ΠΊ ΠΎΡΠ΅Π½ΠΊΠ΅ Π²Π»ΠΈΡΠ½ΠΈΡ ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π½Π° ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΈΡ
Π·Π°Π΄Π°Ρ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΊΠΎΡΠ²ΠΎΠ»ΡΡΠΈΠΈ ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π² ΠΊΡΡΠΏΠ½ΠΎΠΌΠ°ΡΡΡΠ°Π±Π½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌΠ°Ρ
.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ°Π±ΠΎΡΡ: Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΈ ΠΊΠ»ΡΡΠ΅Π²ΡΠ΅ Π·Π°Π΄Π°ΡΠΈ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ Π½Π°ΡΡΠ½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Ρ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΡΠ²ΠΎΠ»ΡΡΠΈΠΈ ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°. ΠΡ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΠΎΠ²Π°Π½Ρ ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠ΅ ΠΎΡΠ½ΠΎΠ²Ρ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ ΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ. ΠΡΠΈΠ²Π΅Π΄Π΅Π½Π° ΡΡΡΡΠΊΡΡΡΠ½Π°Ρ ΡΡ
Π΅ΠΌΠ° ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ° Π³Π΅ΡΠ΅ΡΠΎΠ³Π΅Π½Π½ΡΡ
ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Ρ ΠΏΡΠΎΠ΅ΠΊΡΠ½ΡΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π΄Π»Ρ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ Π°ΡΡ
ΠΈΡΠ΅ΠΊΡΡΡΡ ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΏΡΠΎΡΠΎΡΠΈΠΏΠ° ΡΠΈΡΡΠ΅ΠΌΡ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΡΠ΅Π½Π°ΡΠ½ΠΎΠ³ΠΎ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΠΌΠ½ΠΎΠ³ΠΎΡΡΠΎΠ²Π½Π΅Π²ΡΡ
ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠΎΡΠΌΠΈΡΡΡΡΠ΅ΠΉΡΡ ΠΈΠ½ΡΡΠ°ΡΡΡΡΠΊΡΡΡΡ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ.ΠΡΠ²ΠΎΠ΄Ρ: ΠΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΎ Π²Π°ΠΆΠ½ΠΎΡΡΡ ΠΈ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ, ΡΡΠΈΡΡΠ²Π°ΡΡΠ΅ΠΉ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΏΠΎΡΠ»Π΅Π΄ΡΡΠ²ΠΈΡ ΠΈ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΠΈ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½ΠΈΡ ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΡΠ΅ΡΠ°Ρ
ΠΎΠ±ΡΠ΅ΡΡΠ²Π°. ΠΡΡΠ²Π»Π΅Π½Ρ Π²Π°ΠΆΠ½Π΅ΠΉΡΠΈΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ Π² ΡΡΡΡΠΊΡΡΡΠ΅ ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠΈ Π·Π°Π΄Π°Ρ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ, ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΊΠΎΡΠΎΡΡΡ
ΡΠ²ΡΠ·Π°Π½ΠΎ Ρ ΡΠ½ΠΈΡΠΈΠΊΠ°ΡΠΈΠ΅ΠΉ ΡΠΎΡΠΌΠ°ΡΠ° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΎΡΠ΅Π½ΠΎΠΊ Π² ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Π΅ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ. Π‘ΡΠ°Π½Π΄Π°ΡΡΠΈΠ·Π°ΡΠΈΡ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΡΠ±ΠΎΡΠ°, ΠΏΠ΅ΡΠ΅Π΄Π°ΡΠΈ, Ρ
ΡΠ°Π½Π΅Π½ΠΈΡ ΠΈ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ Π±ΠΎΠ»ΡΡΠΈΡ
ΠΎΠ±ΡΠ΅ΠΌΠΎΠ² Π΄Π°Π½Π½ΡΡ
ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΡΡΡΠΎΠΈΡΡ ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΠΎΠ΅ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΌΠ½ΠΎΠ³ΠΎΡΡΠΎΠ²Π½Π΅Π²ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΎΡΠΊΡΡΡΠΎΠΉ ΡΠ΅ΡΠ²ΠΈΡ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π°ΡΡ
ΠΈΡΠ΅ΠΊΡΡΡΡ. ΠΡΠ½ΠΎΠ²Π½ΡΠΌ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ΠΌ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΎΠΊ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΌΠΎΠΆΠ΅Ρ ΡΡΠ°ΡΡ ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°ΠΏΠΏΠ°ΡΠ°ΡΠ° ΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΡΡ
ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ² ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈ Π°Π½Π°Π»ΠΈΠ·Π° Π±ΠΎΠ»ΡΡΠΈΡ
ΠΎΠ±ΡΠ΅ΠΌΠΎΠ² ΠΏΠ΅ΡΡΠΎΠ½ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΎ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
Π°Π³Π΅Π½ΡΠΎΠ² Π΄Π»Ρ Π²ΡΡΠ²Π»Π΅Π½ΠΈΡ ΠΈ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠ² ΠΈ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠΎΠ² ΠΈΡ
ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΡ ΠΏΠΎΠ²ΡΡΠΈΡΡ ΡΡΠ΅ΠΏΠ΅Π½Ρ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ ΠΈ ΡΠΎΠ³Π»Π°ΡΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ ΡΠ°Π·ΡΠ°Π±Π°ΡΡΠ²Π°Π΅ΠΌΡΡ
Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²ΠΎΠΌ ΠΏΠ»Π°Π½ΠΎΠ²ΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ ΠΈ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²Π½ΡΡ
ΠΌΠ΅Ρ Π² ΡΡΠ΅ΡΠ΅ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ
FORMATION AND DEVELOPMENT OF MEDIA EDUCATION IN RUSSIA IN THE PERIOD FROM THE 18th CENTURY UP TO THE BEGINNING OF THE 20th CENTURY: A RETROSPECTIVE ANALYSIS
Purpose: Analysis of the formation and development of media education in Russia during the 18th β early 20th centuries. The main emphasis is placed on the formation of media education in Russia at the beginning of the 20th century.
Methodology: The methodology is based on an interdisciplinary approach, which was implemented using the content analysis of scientific publications on the topic of research; generalization and analysis of empirical-static data; comparative historical analysis of objectively observed trends and patterns in the formation in Russia at the beginning of the 20th century of the prototype of the modern media educational environment.
Results: From a historical point of view, media education is the process of studying the impact of mass media on public consciousness, perception of reality, as well as on the ability of individuals or social groups to use media educational technologies as part of an increment of individual and collective knowledge;
Media education, representing a new area for interdisciplinary research, is of high practical value to society. This value lies in teaching people new ways of understanding, processing and critically perceiving information.
Application: The introduction of media educational technologies in the scientific and educational sphere will allow for better preparation of students and citizens in general for life in the modern information society.
Novelty/originality: The article demonstrates that media education is not the result of the transition from an industrial to a post-industrial information society (as is commonly accepted now), but the result of experience that allows for qualified use of mass media (both traditional and modern) for social, economic, scientific and other interactions and in some cases β promotion of the state ideology in the collective consciousness
- β¦