4,153 research outputs found
The formation of subjectivity and norms in the process of adaptation of young employees at the enterprise
The aim of the publication is to determine the interrelation of the formation of subjective qualities and norms process of adaptation of young employees at the enterprise.Methods. The research methodology involves a comprehensive combination of the theoretical analysis and the results of applied research at the enterprises of the Sverdlovsk region. The dialectical method and comparative analysis are used.Results and theoretical novelty. The questions of adaptation of young employees at the enterprise are considered. The concepts of Β«subjectivityΒ» and Β«normsΒ» in philosophy are analyzed. Subjectivity is presented as a personal basis of social activity of the young worker at the entity; regulations β as a method of adaptation of the personality, individual to that community in which it emerged to be. The characteristics of the youth working at the industrial enterprise are disclosed on the basis of socio-philosophical analysis; youth policy at the industrialΒ enterprises is described; the formation of values and norms of young workers in the process of adapting the enterprise is observed. The personal subjectivity as the basis of social activity of the young worker in the enterprise is demonstrated. It is shown that relevance of subject qualities forming and regulations at youth is caused not only by the need of development of the identity of young workers, but also by economic safety of industrial enterprises wellbeing where their working career begins.Practical significance consists in the social-philosophical substantiation of interrelation of formation of subjective qualities and norms in the process of adaptation of young employees in the company, of the main provisions for the development of programs of adaptation of young employees at the enterprise; in providing the teaching social and humanitarian disciplines for bachelors and masters majoring in Β«Organization of Work with YouthΒ».Β Π¦Π΅Π»Ρ ΠΈΠ·Π»ΠΎΠΆΠ΅Π½Π½ΠΎΠ³ΠΎ Π² ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ² ΠΈ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΠΎΠΌ ΠΊΠΎΡΠΏΠΎΡΠ°ΡΠΈΠ²Π½ΡΡ
Π½ΠΎΡΠΌ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² Π½Π° ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΈ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΡΠ°Π±ΠΎΡΡ ΡΠΎΡΡΠΎΡΠ»Π° Π² ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠΌ ΡΠΎΡΠ΅ΡΠ°Π½ΠΈΠΈ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π½Π° ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡΡ
Π‘Π²Π΅ΡΠ΄Π»ΠΎΠ²ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ Π΄ΠΈΠ°Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅ΡΠΎΠ΄ ΠΈ ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· Π΄Π°Π½Π½ΡΡ
. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ Π°ΡΠΏΠ΅ΠΊΡΡ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² Π½Π° ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΈ. Π Π°ΡΠΊΡΡΡΠ° ΡΡΡΠ½ΠΎΡΡΡ ΡΠΈΠ»ΠΎΡΠΎΡΡΠΊΠΈΡ
ΠΏΠΎΠ½ΡΡΠΈΠΉ Β«ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΡΡΡΒ» ΠΈ Β«Π½ΠΎΡΠΌΡΒ». Π‘ΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΡΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° ΠΊΠ°ΠΊ Π»ΠΈΡΠ½ΠΎΡΡΠ½Π°Ρ ΠΎΡΠ½ΠΎΠ²Π° ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΠΎΠ³ΠΎ ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠ° Π½Π° ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΈ; Π½ΠΎΡΠΌΡ β ΠΊΠ°ΠΊ ΡΠΏΠΎΡΠΎΠ± Π°Π΄Π°ΠΏΡΠ°ΡΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π° ΠΊ ΡΠΎΠΉ ΠΎΠ±ΡΠ½ΠΎΡΡΠΈ, Π² ΠΊΠΎΡΠΎΡΠΎΠΉ ΠΎΠ½ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΈΠ»ΠΎΡΠΎΡΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° Π²ΡΠΊΡΡΡΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ, ΡΠ°Π±ΠΎΡΠ°ΡΡΠ΅ΠΉ Π½Π° ΠΏΡΠΎΠΌΡΡΠ»Π΅Π½Π½ΠΎΠΌ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΈ; ΠΎΠΏΠΈΡΠ°Π½Π° ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½Π°Ρ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ° Π΄Π°Π½Π½ΡΡ
ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ; ΠΏΡΠΎΡΠ»Π΅ΠΆΠ΅Π½ΠΎ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² ΠΈ ΠΏΡΠΈΡΠ²ΠΎΠ΅Π½ΠΈΠ΅ ΠΈΠΌΠΈ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΠΈ Π½ΠΎΡΠΌ, ΠΏΡΠΈΠ½ΡΡΡΡ
Π½Π° ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅. ΠΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½Π° Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΠ°Ρ ΠΏΡΠΈΡΠΎΠ΄Π° ΡΠΎΡΠ΅Π²Π½ΠΎΠ²Π°Π½ΠΈΡ, Π΅Π³ΠΎ ΡΠΎΠ»Ρ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ². ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ² ΠΈ Π½ΠΎΡΠΌ Ρ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π° Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ², Π½ΠΎ ΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΡΡ ΠΈ Π±Π»Π°Π³ΠΎΠΏΠΎΠ»ΡΡΠΈΠ΅ΠΌ ΠΏΡΠΎΠΌΡΡΠ»Π΅Π½Π½ΡΡ
ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ, Π½Π° ΠΊΠΎΡΠΎΡΡΡ
Π½Π°ΡΠΈΠ½Π°Π΅ΡΡΡ ΠΈΡ
ΡΡΡΠ΄ΠΎΠ²Π°Ρ Π±ΠΈΠΎΠ³ΡΠ°ΡΠΈΡ.Β ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΈΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΠΎΠΉ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠΈ Π² ΠΏΡΠΎΠΌΡΡΠ»Π΅Π½Π½ΠΎΠΌ ΡΠ΅ΠΊΡΠΎΡΠ΅ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΡΡΠ°ΡΡΠΈ ΠΌΠΎΠ³ΡΡ ΡΠ»ΡΠΆΠΈΡΡ Π±Π°Π·ΠΎΠΉ Π΄Π»Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² Π½Π° ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΈ ΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡΡΡ ΠΏΡΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½ Π΄Π»Ρ Π±Π°ΠΊΠ°Π»Π°Π²ΡΠΎΠ² ΠΈ ΠΌΠ°Π³ΠΈΡΡΡΠΎΠ² ΠΏΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠΈ Β«ΠΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ ΡΠ°Π±ΠΎΡΡ Ρ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΡΡΒ»
VOLUNTEERING AS A FACTOR IN THE FORMATION OF MORAL STANDARDS AMONG YOUNG PEOPLE
Introduction. Volunteering is a socially significant activity, which contributes to solving separate acute social issues and showing the best qualities of an individual β compassion, ability to sympathise and readiness to provide assistance to people in need. Through volunteering, a person achieves self-esteem and a feeling of his or her relevance and usefulness. Under the present circumstances, aspects of the study of volunteering and youth attitudes to this concept are especially relevant. Over the last decades, social transformations have occurred, leading to a reassessment of the value system, and, consequently, society has lost its moral compass. Participation in volunteering can become one of the effective factors in the formation of ethical standards and humanistic value orientations among young people. The aim of the research was to investigate the educational potential of volunteering through studying the attitudes of young people.Methodology and research methods. The research was based on axiological and sociological approaches. In the course of the research, the following methods were used: review and synthesis of historical-philosophical and sociological literature, sociological group face-to-face surveys, and comparative analysis of statistical data.Β Results and scientific novelty. The authors justified the necessity for moral education of working youth through the involvement of young people in realizing charitable projects and organising philanthropic events. The authors highlighted the aspects of conducting charitable activities in one of the socially-oriented enterprises of the Urals β Sinarsky Pipe Plant. A questionnaire based survey conducted among young workers of that metal manufacturer revealed the fact of mass participation in various charitable activities (out of the sample seize of 180 young workers, 89% of respondents admitted their involvement in philanthropic activities). The respondents expressed interest in charitable projects and readiness to spend own time, energy and money for rendering disinterested targeted assistance to children with special needs and children with disabilities (56.3%), to elderly people living in difficult life situations (52.5%), to stray animals (50.0%), to children suffering from cancer (49.3%). It was concluded that charity work forms ethical standards at young people, and develops altruistic qualities such as disinterestedness and responsiveness, as well as civil consciousness. Practical significance. The research outcomes can be used when preparing, organising and holding charitable work with the aim of bringing up morally and ethically educated young workers, as well as students of educational institutions of different levels.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠ»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ β ΡΠΎΡΠΌΠ° ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ Π·Π½Π°ΡΠΈΠΌΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΡΠ΅ΡΠΈΡΡ ΠΎΡΠ΄Π΅Π»ΡΠ½ΡΠ΅ ΠΎΡΡΡΡΠ΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΈ ΠΏΡΠΎΡΠ²ΠΈΡΡ Π»ΡΡΡΠΈΠ΅ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° Π»ΠΈΡΠ½ΠΎΡΡΠΈ β ΠΌΠΈΠ»ΠΎΡΠ΅ΡΠ΄ΠΈΠ΅, ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ ΠΊ ΡΠΎΡΡΠ²ΡΡΠ²ΠΈΡ ΠΈ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΡ ΠΊ ΠΎΠΊΠ°Π·Π°Π½ΠΈΡ ΠΏΠΎΠΌΠΎΡΠΈ Π½ΡΠΆΠ΄Π°ΡΡΠΈΠΌΡΡ Π² ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ΅ ΡΠΎΠ³ΡΠ°ΠΆΠ΄Π°Π½Π°ΠΌ. ΠΠ°Π½ΠΈΠΌΠ°ΡΡΡ Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ, ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ ΠΎΠ±ΡΠ΅ΡΠ°Π΅Ρ ΡΠ°ΠΌΠΎΡΠ²Π°ΠΆΠ΅Π½ΠΈΠ΅ ΠΈ ΡΡΠ²ΡΡΠ²ΠΎ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠΉ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΠΈ ΠΈ ΠΏΠΎΠ»Π΅Π·Π½ΠΎΡΡΠΈ. ΠΠΎΠΏΡΠΎΡΡ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊ Π½Π΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎ Π°ΠΊΡΡΠ°Π»ΡΠ½Ρ, ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ Π² ΡΠ²ΡΠ·ΠΈ Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΡΠΌΠΈ ΠΏΠΎΡΠ»Π΅Π΄Π½ΠΈΡ
Π΄Π΅ΡΡΡΠΈΠ»Π΅ΡΠΈΠΉ ΠΏΡΠΎΠΈΠ·ΠΎΡΠ»Π° ΠΏΠ΅ΡΠ΅ΠΎΡΠ΅Π½ΠΊΠ° ΡΠΈΡΡΠ΅ΠΌΡ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²ΠΎΠΌ Π±ΡΠ»ΠΈ ΡΡΡΠ°ΡΠ΅Π½Ρ ΠΌΠ½ΠΎΠ³ΠΈΠ΅ ΠΌΠΎΡΠ°Π»ΡΠ½ΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΡ. Π£ΡΠ°ΡΡΠΈΠ΅ Π² Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΌΠΎΠΆΠ΅Ρ ΡΡΠ°ΡΡ ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· Π΄Π΅ΠΉΡΡΠ²Π΅Π½Π½ΡΡ
ΡΠ°ΠΊΡΠΎΡΠΎΠ² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Ρ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΡΡ
Π½ΠΎΡΠΌ ΠΈ Π³ΡΠΌΠ°Π½ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΡ
ΡΡΡΠ°Π½ΠΎΠ²ΠΎΠΊ. Π¦Π΅Π»Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π² ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΠΏΡΠΈΠΎΠ±ΡΠ΅Π½ΠΈΡ ΠΊ Π½Π΅ΠΉ ΡΠ°Π±ΠΎΡΠ°ΡΡΠ΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. Π Π°Π±ΠΎΡΠ° ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»Π°ΡΡ Π½Π° Π±Π°Π·Π΅ Π°ΠΊΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ². Π Ρ
ΠΎΠ΄Π΅ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΠΎΠ±Π·ΠΎΡ ΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΈΡΡΠΎΡΠΈΠΊΠΎ-ΡΠΈΠ»ΠΎΡΠΎΡΡΠΊΠΎΠΉ ΠΈ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ; ΠΌΠ΅ΡΠΎΠ΄ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π³ΡΡΠΏΠΏΠΎΠ²ΠΎΠ³ΠΎ ΠΎΡΠ½ΠΎΠ³ΠΎ Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ; ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π°Π½Π½ΡΡ
.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΡΠ°Π±ΠΎΡΠ°ΡΡΠ΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ Π΅Π΅ ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΡ ΠΊ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² ΠΈ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΠΈΠ»Π°Π½ΡΡΠΎΠΏΠΈΡΠ΅ΡΠΊΠΈΡ
Π°ΠΊΡΠΈΠΉ. ΠΡΠ²Π΅ΡΠ΅Π½Ρ Π°ΡΠΏΠ΅ΠΊΡΡ Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΊΠ°ΠΊ Π²Π°ΠΆΠ½ΠΎΠΉ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠ΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΠΎΠΉ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠΈ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΈΠ· ΠΊΡΡΠΏΠ½ΡΡ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ Π£ΡΠ°Π»Π° β Π‘ΠΈΠ½Π°ΡΡΠΊΠΎΠ³ΠΎ ΡΡΡΠ±Π½ΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΄Π°. ΠΠ½ΠΊΠ΅ΡΠ½ΡΠΉ ΠΎΠΏΡΠΎΡ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΌΠ΅ΡΠ°Π»Π»ΡΡΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡ Π²ΡΡΠ²ΠΈΠ» ΡΠ°ΠΊΡ ΠΈΡ
ΠΌΠ°ΡΡΠΎΠ²ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΠΈΡ Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΡΡ
(ΠΎ ΡΠ²ΠΎΠ΅ΠΉ ΠΏΡΠΈΡΠ°ΡΡΠ½ΠΎΡΡΠΈ ΠΊ ΡΠΈΠ»Π°Π½ΡΡΠΎΠΏΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π·Π°ΡΠ²ΠΈΠ»ΠΈ 89,8% ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ² ΠΈΠ· ΠΎΠ±ΡΠ΅ΠΉ Π²ΡΠ±ΠΎΡΠΊΠΈ, ΡΠΎΡΡΠ°Π²ΠΈΠ²ΡΠ΅ΠΉ 180 ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ). ΠΠΏΡΠΎΡΠ΅Π½Π½ΡΠ΅ Π²ΡΡΠ°Π·ΠΈΠ»ΠΈ Π·Π°ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°Π½Π½ΠΎΡΡΡ Π² Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΠΏΡΠΎΠ΅ΠΊΡΠ°Ρ
ΠΈ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΡ ΡΡΠ°ΡΠΈΡΡ ΡΠ²ΠΎΠΈ Π»ΠΈΡΠ½ΡΠ΅ Π²ΡΠ΅ΠΌΡ, ΡΠΈΠ»Ρ ΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π° Π½Π° ΠΎΠΊΠ°Π·Π°Π½ΠΈΠ΅ Π±Π΅ΡΠΊΠΎΡΡΡΡΠ½ΠΎΠΉ Π°Π΄ΡΠ΅ΡΠ½ΠΎΠΉ ΠΏΠΎΠΌΠΎΡΠΈ Π΄Π΅ΡΡΠΌ Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΈ Π΄Π΅ΡΡΠΌ-ΠΈΠ½Π²Π°Π»ΠΈΠ΄Π°ΠΌ (56,3%), ΠΏΠΎΠΆΠΈΠ»ΡΠΌ Π»ΡΠ΄ΡΠΌ, ΠΏΠΎΠΏΠ°Π²ΡΠΈΠΌ Π² ΡΡΡΠ΄Π½ΡΡ ΠΆΠΈΠ·Π½Π΅Π½Π½ΡΡ ΡΠΈΡΡΠ°ΡΠΈΡ (52,5%), Π±Π΅Π·Π΄ΠΎΠΌΠ½ΡΠΌ ΠΆΠΈΠ²ΠΎΡΠ½ΡΠΌ (50,0%), Π΄Π΅ΡΡΠΌ Ρ ΠΎΠ½ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΡΠΌΠΈ (49,3%). Π‘Π΄Π΅Π»Π°Π½ Π²ΡΠ²ΠΎΠ΄ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ ΡΡΠ°ΡΡΠΈΠ΅ Π² Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠΎΡΠΌΠΈΡΡΠ΅Ρ Ρ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΡΠ΅ Π½ΠΎΡΠΌΡ ΠΈ ΡΠ°Π·Π²ΠΈΠ²Π°Π΅Ρ ΡΠ°ΠΊΠΈΠ΅ Π°Π»ΡΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΊΠ°ΡΠ΅ΡΡΠ²Π°, ΠΊΠ°ΠΊ Π±Π΅ΡΠΊΠΎΡΡΡΡΠ½ΠΎΡΡΡ ΠΈ ΠΎΡΠ·ΡΠ²ΡΠΈΠ²ΠΎΡΡΡ, Π° ΡΠ°ΠΊΠΆΠ΅ Π³ΡΠ°ΠΆΠ΄Π°Π½ΡΠΊΠΎΠ΅ ΡΠ°ΠΌΠΎΡΠΎΠ·Π½Π°Π½ΠΈΠ΅. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ ΠΌΠΎΠΆΠ½ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡ Π΄Π»Ρ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ, ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΡΡ
Π°ΠΊΡΠΈΠΉ Ρ ΡΠ΅Π»ΡΡ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΡΠ°Π±ΠΎΡΠ°ΡΡΠ΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΡΡΠ΅Π±Π½ΡΡ
Π·Π°Π²Π΅Π΄Π΅Π½ΠΈΠΉ ΡΠ°Π·Π½ΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ
Young family and the state youth politics of the family
Π ΡΡΠ°ΡΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΠ΅ΡΡΡ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½Π°Ρ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ° Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΡΠ΅Π΄Π΅ΡΠ°ΡΠΈΠΈ Π² ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ, Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²ΠΎΠΌ ΠΌΠΎΠ»ΠΎΠ΄ΠΎΠΉ ΡΠ΅ΠΌΡΠΈ ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΠΎΠΉ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠΈ. ΠΠ±ΡΠ°ΡΠ°Π΅ΡΡΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΡΠΎΠ³ΠΎ Π² ΡΠ²ΡΠ·ΠΈ Ρ Π΄Π΅ΠΌΠΎΠ³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π² ΡΡΡΠ°Π½Π΅. Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠ°ΠΊΡΠΎΡΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΠΎΠΌΠΎΠ³Π»ΠΈ Π±Ρ ΠΌΠΎΠ»ΠΎΠ΄ΡΠΌ ΡΠ΅ΠΌΡΡΠΌ ΡΠ΅ΡΠΈΡΡ ΡΠ²ΠΎΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ.The article characterizes the state policy of the Russian Federation in relation to the youth, the necessity of state support of young families and the development of state youth policy. It draws attention to the necessity of that because of the demographic situation in the country. It examines the factors that would help young families to solve their problems
Polystyrene-based nanocomposites with different fillers: fabrication and mechanical properties
The paper presents a comprehensive analysis of elastic properties of
polystyrene-based nanocomposites filled with different types of inclusions:
small spherical particles (SiO2 and Al2O3), alumosilicates (montmorillonite,
halloysite natural tubules and Mica) and carbon nanofillers (carbon black and
multi-walled carbon nanotubes). Composites were fabricated by melt technology.
The analysis of composite melts showed that the introduction of
Montmorillonite, Multi-walled carbon nanotubes, and Al2O3 particles provided an
increase in melt viscosity by an average of 2 to 5 orders of magnitude over the
pure polystyrene. Block samples of composites with different filler
concentrations were prepared, and their linear and nonlinear elastic properties
were studied. The introduction of more rigid particles led to a more profound
increase in the elastic modulus of the composite, with the highest rise of
about 80% obtained with carbon fillers. Carbon black particles provided also an
enhanced strength at break of about 20% higher than that of pure polystyrene.
The nonlinear elastic moduli of composites were shown to be more sensitive to
addition of filler particles to the polymer matrix than the linear ones. The
nonlinearity coefficient comprising the combination of linear and
nonlinear elastic moduli of a material demonstrated considerable changes
correlating with changes of the Young's modulus. The absolute value of
showed rise in 1.5-1.6 times in the CB- and HNT-containing composites as
compared to that of pure PS. The changes in nonlinear elasticity of fabricated
composites were compared with measurements of the parameters of bulk nonlinear
strain waves in them. Variations of wave velocity and decay decrement
correlated with observed enhancement of materials nonlinearity
Mathematical modeling of three-layer beam hydroelastic oscillations
The problem of hydroelastic oscillations of three-layer beam interacting with viscous liquid layer is set up and analytically solved. The problem presents the equation system of a three-layer beam and Navier-Stokes equations. The following boundary conditions are chosen: the no-slip conditions, the conditions for pressure at the edges, the simply supported edges conditions. The problem is solved for the steady-state harmonic regime. The frequency dependent distribution functions of the beam deflection are constructed. The given function allows investigating the resonance hydroelastic oscillations of a three-layer beam, as well as its deflected mode
Comparison of solar activity proxies: eigen vectors versus averaged sunspot numbers
We attempt to establish links between a summary curve, or modulus summary
curve, MSC, of the solar background magnetic field (SBMF) derived from
Principal Component Analysis, with the averaged sunspot numbers (SSN). The
comparison of MSC with the whole set of SSN reveals rather close correspondence
of cycle timings, duration and maxima times for the cycles 12- 24, 6,7 and
-4,-3. Although, in 1720-1760 and 1830-1860 there are discrepancies in maximum
amplitudes of the cycles, durations and shifts of the maximum times between MSC
and SSN curves. The MSC curve reveals pretty regular cycles with double maxima
(cycles 1-4), triple maximum amplitude distributions for cycles 0 and 1 and for
cycles -1 and -2 just before Maunder minimum. The MSC cycles in 1700-1750
reveal smaller maximal magnitudes in cycles -3 to 0 and in cycle 1-4 than the
amplitudes of SSN, while cycles -2 to 0 have reversed maxima with minima with
SSN. Close fitting of MSC or Bayesian models to the sunspot curve distorts the
occurrences of either Maunder Minimum or/and modern grand solar minimum
(2020-2053). These discrepancies can be caused by poor observations and by
difference in solar magnetic fields responsible for these proxies. The dynamo
simulations of toroidal and poloidal magnetic field in the grand solar cycle
(GSC) from 1650 until 2050 demonstrate the clear differences between their
amplitude variations during the GSC. The use of eigen vectors of SBMF can
provide additional information to that derived from SSN that can be useful for
understanding solar activity.Comment: 23 pages, 9 figur
Academic Advising as Part of Educational Environment in a Modern University
The author reveals the role and functions of academic advisin
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