111 research outputs found
Organic solidarity formation in the youth environment
The research is aimed at investigating the social organisationΒ processes and the problems of organic solidarity formation in the youth environment.Β Methods. The author applies for the mass formal and qualitative sociologicalΒ research that approves the types and reasons of social activity among representativesΒ of different youth groups. Empirical investigations named Β«Youth PolicyΒ and Social Activity of YouthΒ» were carried out in the south cities of Tyumen regionΒ in January-February, 2014. 859 people took part in this survey. The series of theΒ qualitative survey was multistage, quota-share representing young people fromΒ 18 to 30 years with age-gender characteristics and settlement place. The methodsΒ involve qualitative investigation of focus-groups; and the method of narrative interviews.Β Data analysis was based on Emile Durkheimβs theoretical concept of socialΒ solidarity enriched by the term Β«social capitalΒ» in modern interpretation.Β Results. The research findings demonstrate a gap between asserted andΒ real image of socially active and socially passive youth. Youth behavioral responsesΒ within the context of social solidarity are analyzed. The youth imputationΒ of general, global Β«social passivityΒ» is not proved by empirical verification. The au thor notes that the most attractive activities for youth are sports, creative projects and tourism; young people like least being involved in political events, building mutually beneficial cooperation relationships and meeting planning with representatives of different cultures and nationalities. Communication, social relations, social supports and altruistic motives (social benefit) are presented foremost in the hierarchy of social activity motives. Scientific novelty. The author classifies social behavior attitudes of todayβs youth. The author updates the terms Β«organic/inorganic solidarityΒ», Β«social intercourse Β» and Β«social capitalΒ» by reference to specific empirical data. The possibilities of self-presentation analysis of young social groups are considered. The practical significance. The research outcomes reveal the disadvantages and failures of contemporary educational system, theoretically-predicted social consequences between differences of verbally formulated and fabulously distributed image of Β«socially activeΒ» and Β«socially passiveΒ» youthΠ ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΏΡΠΎΡΠ΅ΡΡΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠ³Π°Π½ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΎΠ»ΠΈΠ΄Π°ΡΠ½ΠΎΡΡΠΈ Π² ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅.Β ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΠ²ΡΠΎΡΠΎΠΌ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠΎ ΠΌΠ°ΡΡΠΎΠ²ΠΎΠ΅ ΡΠΎΡΠΌΠ°Π»ΠΈΠ·ΠΎΠ²Π°Π½Π½ΠΎΠ΅Β ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅, Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°Ρ
ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ ΠΏΠΎΠΊΠ°Π·Π°Π½Ρ ΡΠΈΠΏΡ ΠΈ ΠΌΠΎΡΠΈΠ²Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»Π΅ΠΉ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
Β Π³ΡΡΠΏΠΏ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ. ΠΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈΠ·ΡΡΠΊΠ°Π½ΠΈΡ ΠΏΠΎΠ΄ ΠΎΠ±ΡΠΈΠΌ Π½Π°Π·Π²Π°Π½ΠΈΠ΅ΠΌ Β«ΠΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½Π°Ρ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ° ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½Π°Ρ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈΒ» ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»ΠΈΡΡ Π² Π³ΠΎΡΠΎΠ΄Π°Ρ
ΡΠ³Π°Π’ΡΠΌΠ΅Π½ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ Π² ΡΠ½Π²Π°ΡΠ΅-ΡΠ΅Π²ΡΠ°Π»Π΅ 2014 Π³. ΠΡΠ±ΠΎΡΠΊΠ° ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠΏΡΠΎΡΠ°, ΡΠΎΡΡΠΎΡΡΠ°Ρ ΠΈΠ· 859 ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ, Π±ΡΠ»Π° ΠΌΠ½ΠΎΠ³ΠΎΡΡΡΠΏΠ΅Π½ΡΠ°ΡΠΎΠΉ, ΠΊΠ²ΠΎΡΠ½ΠΎΠΉ, ΡΠ΅ΠΏΡΠ΅Π·Π΅Π½ΡΠΈΡΡΡΡΠ΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ ΠΎΡ 18 Π΄ΠΎ 30 Π»Π΅Ρ ΠΏΠΎ ΠΏΠΎΠ»ΠΎΠ²ΠΎΠ·ΡΠ°ΡΡΠ½ΠΎΠΌΡ ΠΏΡΠΈΠ·Π½Π°ΠΊΡ ΠΈ ΠΌΠ΅ΡΡΡΒ ΠΏΠΎΡΠ΅Π»Π΅Π½ΠΈΡ. Π Ρ
ΠΎΠ΄Π΅ ΡΠ°Π±ΠΎΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΠΌΠ΅ΡΠΎΠ΄ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΒ ΡΠΎΠΊΡΡ-Π³ΡΡΠΏΠΏ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ Π½Π°ΡΡΠ°ΡΠΈΠ²Π½ΡΡ
ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ. ΠΠ½Π°Π»ΠΈΠ· Π΄Π°Π½Π½ΡΡ
ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΠ»ΡΡΒ Ρ ΠΎΠΏΠΎΡΠΎΠΉ Π½Π° ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΡΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΎΠ»ΠΈΠ΄Π°ΡΠ½ΠΎΡΡΠΈ Π. ΠΡΡΠΊΠ³Π΅ΠΉΠΌΠ°, Π΄ΠΎΠΏΠΎΠ»Π½Π΅Π½Π½ΡΡ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΡΠ°ΠΊΡΠΎΠ²ΠΊΠ΅ ΠΏΠΎΠ½ΡΡΠΈΠ΅ΠΌ Β«ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ ΠΊΠ°ΠΏΠΈΡΠ°Π»Β». Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ Π½Π΅ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠ΅ Π΄Π΅ΠΊΠ»Π°ΡΠΈΡΡΠ΅ΠΌΠΎΠ³ΠΎ ΠΈ ΡΠ΅Π°Π»ΡΠ½ΠΎΠ³ΠΎΒ ΠΏΠΎΡΡΡΠ΅ΡΠ° ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ Π°ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ ΠΏΠ°ΡΡΠΈΠ²Π½ΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ. Π ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅Β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΎΠ»ΠΈΠ΄Π°ΡΠ½ΠΎΡΡΠΈ Π΄Π°Π½Ρ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΡΠ΅ΡΠΊΠΈΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈΒ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»Π΅ΠΉ ΠΌΠΎΠ»ΠΎΠ΄ΠΎΠ³ΠΎ ΠΏΠΎΠΊΠΎΠ»Π΅Π½ΠΈΡ. ΠΠ±Π²ΠΈΠ½Π΅Π½ΠΈΡ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ Π² ΠΎΠ±ΡΠ΅ΠΉ, Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΠΎΠΉ Β«ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΠ°ΡΡΠΈΠ²Π½ΠΎΡΡΠΈΒ» Π½Π΅ ΠΏΠΎΠ΄ΡΠ²Π΅Π΄ΠΈΠ»ΠΈΡΡ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΡΠΎΠ²Π΅ΡΠΊΠΎΠΉ.Β Π ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΠΏΡΠΈΠ²Π»Π΅ΠΊΠ°ΡΠ΅Π»ΡΠ½ΡΠΌΠΈ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡΠΌΠΈ Π΄Π»Ρ ΠΏΡΠΈΠ»ΠΎΠΆΠ΅Π½ΠΈΡ ΡΠΈΠ» ΡΠ²Π»ΡΡΡΡΡ ΡΠΏΠΎΡΡ, ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠΎΠ΅ΠΊΡΡ, ΡΡΡΠΈΠ·ΠΌ. ΠΠ°ΠΈΠΌΠ΅Π½ΡΡΠΈΠΉ ΠΈΠ½ΡΠ΅ΡΠ΅Ρ Π²ΡΠ·ΡΠ²Π°ΡΡ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΡ ΠΈ ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠΎΠ², ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ Π²ΡΡΡΠ΅Ρ Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠΌΠΈ ΡΠ°Π·Π½ΡΡ
ΠΊΡΠ»ΡΡΡΡ ΠΈ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ. Π ΠΈΠ΅ΡΠ°ΡΡ
ΠΈΠΈ ΠΌΠΎΡΠΈΠ²ΠΎΠ² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π½Π° ΠΏΠ΅ΡΠ²ΠΎΠΌ ΠΌΠ΅ΡΡΠ΅ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅, Π΄Π°Π»Π΅Π΅ ΡΠ»Π΅Π΄ΡΡΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΡΠ²ΡΠ·ΠΈ, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ Π»ΠΈΡΡΡ ΠΈ Π°Π»ΡΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠΎΡΠΈΠ²Ρ(ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½Π°Ρ ΠΏΠΎΠ»ΡΠ·Π°). ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ°Π½Π° ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΡΡΠ°Π½ΠΎΠ²ΠΎΠΊ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ. ΠΡΡ
ΠΎΠ΄Ρ ΠΈΠ· ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΡΡ
ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π°Π½Π½ΡΡ
Β ΡΡΠΎΡΠ½Π΅Π½Ρ ΡΠ΅ΡΠΌΠΈΠ½Ρ Β«ΠΎΡΠ³Π°Π½ΠΈΡΠ΅ΡΠΊΠ°Ρ/Π½Π΅ΠΎΡΠ³Π°Π½ΠΈΡΠ΅ΡΠΊΠ°Ρ ΡΠΎΠ»ΠΈΠ΄Π°ΡΠ½ΠΎΡΡΡΒ», Β«ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΡΠ²ΡΠ·ΠΈΒ» ΠΈ Β«ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ ΠΊΠ°ΠΏΠΈΡΠ°Π»Β». ΠΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π°Π½Π°Π»ΠΈΠ·Π° ΡΠ°ΠΌΠΎΠΏΡΠ΅Π·Π΅Π½ΡΠ°ΡΠΈΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
Π³ΡΡΠΏΠΏ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΊΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ, ΡΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΠΏΠΎΡΠ»Π΅Π΄ΡΡΠ²ΠΈΡ Π½Π΅ΡΠΎΠ²ΠΏΠ°Π΄Π΅Π½ΠΈΡΒ Π²Π΅ΡΠ±Π°Π»ΡΠ½ΠΎ ΡΠΎΡΠΌΡΠ»ΠΈΡΡΠ΅ΠΌΠΎΠ³ΠΎ ΠΈ ΠΌΠΈΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½ΡΠ΅ΠΌΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·Π° Β«ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ Π°ΠΊΡΠΈΠ²Π½ΠΎΠΉΒ» ΠΈ Β«ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ ΠΏΠ°ΡΡΠΈΠ²Π½ΠΎΠΉΒ» ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆ
The role of english in teaching students at thirdgeneration medical universities
ΠΠΠ ΠΠΠΠΠΠΠΠ ΠΠΠΠΠ¦ΠΠΠ‘ΠΠΠΠ£ΠΠΠΠΠ Π‘ΠΠ’ΠΠ’ 3.0Π‘Π’Π£ΠΠΠΠ’Π« ΠΠΠΠΠ¦ΠΠΠ‘ΠΠΠ₯ Π£Π§ΠΠΠΠ«Π₯ ΠΠΠΠΠΠΠΠΠΠΠΠΠΠΠΠ‘ΠΠΠ Π―ΠΠ«ΠΠΠΠΠΠΠΠ‘ΠΠΠ Π―ΠΠ«Π /ΠΠΠ£Π§ΠΠΠ’ΠΠΠΠΠ ΠΠ ΠΠΠΠΠΠΠΠΠ
Modernization projects: the example of the Tyumen region
ΠΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΏΡΠΎΠ΅ΠΊΡΡ Π½Π° ΡΡΠΎΠ²Π½Π΅ ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ² Π±ΡΠ»ΠΈ Π·Π°ΠΏΡΡΠ΅Π½Ρ Π² Π ΠΎΡΡΠΈΠΈ Π² ΠΊΠΎΠ½ΡΠ΅ 20 Π²Π΅ΠΊΠ°. ΠΡΠΈ ΠΏΡΠΎΠ΅ΠΊΡΡ ΠΈΠΌΠ΅ΡΡ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ, ΠΈ ΠΏΠΎ-ΡΠ°Π·Π½ΠΎΠΌΡ ΠΎΡΠΎΡΠΌΠ»Π΅Π½Ρ ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ. Π’ΡΠΌΠ΅Π½ΡΠΊΠ°Ρ ΠΎΠ±Π»Π°ΡΡΡ Π²ΡΡΡΡΠΏΠ°Π΅Ρ Π² ΡΠΈΡΠ»Π΅ Π»ΠΈΠ΄Π΅ΡΠΎΠ² ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² Π² ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅. Π Π΅Π³ΠΈΠΎΠ½ ΡΠ΅Π°Π»ΠΈΠ·ΠΎΠ²Π°Π» ΡΡΠ΄ ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ², Π·Π½Π°ΡΠΈΠΌΠΎ ΠΎΡΡΠ°Π·ΠΈΠ²ΡΠΈΡ
ΡΡ Π½Π° ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅ Π²ΡΠ΅ΠΉ Π ΠΎΡΡΠΈΠΈ, ΠΊΠ°ΠΊ ΠΏΠΎΠ»Π΅ Π°ΠΏΡΠΎΠ±Π°ΡΠΈΠΈ ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΉ. Π ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΠΈ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΠΉ ΠΏΡΠΎΠ΅ΠΊΡ Π·Π°ΡΡΠΎΠ½ΡΠ» ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ ΠΈ ΡΠ°ΡΡΠΈΡΠ½ΠΎ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΡΡ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ. ΠΡΡΡΠ°Π²Π°Π½ΠΈΠ΅ Π·Π½Π°Π½ΠΈΠ΅Π²ΠΎΠΉ (ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ) ΠΈ ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ ΠΏΡΠΈΠ²Π΅Π»ΠΎ ΠΊ ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΌΡ ΠΎΡΡΡΠ°Π²Π°Π½ΠΈΡ ΡΠ΅Π³ΠΈΠΎΠ½Π° Π² ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ.Π Π°Π±ΠΎΡΠ° Π²ΡΠΏΠΎΠ»Π½Π΅Π½Π° ΠΏΡΠΈ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΠΎΠΉ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ΅ ΡΠΎΠ½Π΄Π° Π ΠΠΠ€, ΠΏΡΠΎΠ΅ΠΊΡ β16-03-00500
Human Capital and Labor Strategies in a Border Region
On the basis of a sociological survey of the labor force of the Republic of Karelia, a typology of investment behavior of the population in the labor market was developed, which included four main strategies for the development of human capital β accumulation, profit maximization or capitalization, maintaining positions in the labor market, and leaving the labor market. This research examined whether the choice of a strategy for using accumulated individual human capital is associated with the stage of the personβs life cycle, and the specific patterns of behavior in the labor market and in society. The life cycle stages were identified. Each stage corresponded to an institutionalized βinvestment profileβ with a dominant investment actor: family, employee, employer, state. The study developed and tested a methodology for the assessment of regional human capital. It was found that the investment behavior of an individual is associated with oneβs primary and secondary social environment, which acts as an investment actor. The investment actors in the study were: family, employer, employee, and state. Accordingly, these were operationalized through two groups of indicators: socio-demographic and the economic activity of the regionβs population.
Keywords: human capital, labor market, investment behavior, investment acto
ΠΠΠΠΠ ΠΠ ΠΠΠ Π‘ΠΠ¦ΠΠΠΠ¬ΠΠ«Π Π€ΠΠΠΠΠΠ Π Π£Π‘ΠΠΠΠΠ ΠΠΠΠΠΠΠΠ§ΠΠ‘ΠΠΠΠ Π ΠΠ‘Π’Π ΠΠ ΠΠ’ΠΠ§ΠΠ‘ΠΠΠΠ Π ΠΠΠΠΠΠ
In the article trust analysis to the major regional authorities on the level of the Northern sub-Arctic region of Yamalo-Nenets Autonomous areaΒ has been carried out. It is supposed methodologically, that trust circles act as the key element and long-term economic development preconditionΒ because they reduce transactions costs, allow you to make in a broader planning horizon, building relationships in the Β«power β business βΒ societyΒ» triad. Empirical data shows that the regional society trust in the Yamalo- enets Autonomous area is at risk. The political parties, tradeΒ unions, the legislature of the region are least trusted by the Northern regionβ residents, as, indeed, by all residents of Russia. The court as a meanΒ of protecting basic rights and freedoms and the Governor are considered to be the trust leaders among regional government institutions. TheΒ very high level of protest expectations is being supported by fairly sizeable (one third of the region residents) protest potential level. Taking intoΒ account the relative trust reduction to the Governor of the region by of Yamalo-Nenets Autonomous areaβ residents, this mood cannot but arouseΒ concerns. This situation distinguishes the Northern regionβ residents from the other two sub-regions of the Tyumen region ones, where more thanΒ half of the population trusts the Governor, and there is positive dynamics of trust.Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΡΡΡ Π°Π½Π°Π»ΠΈΠ· Π΄ΠΎΠ²Π΅ΡΠΈΡ ΠΊ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌ ΠΈΠ½ΡΡΠΈΡΡΡΠ°ΠΌ Π²Π»Π°ΡΡΠΈ Π½Π° ΡΡΠΎΠ²Π½Π΅ ΡΠ΅Π²Π΅ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ±Π°ΡΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅Π³ΠΈΠΎΠ½Π°-Π―ΠΌΠ°Π»ΠΎ-ΠΠ΅Π½Π΅ΡΠΊΠΎΠ³ΠΎ Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½ΠΎΠ³ΠΎ ΠΎΠΊΡΡΠ³Π°. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅ΡΡΡ, ΡΡΠΎ ΠΊΡΡΠ³ΠΈ Π΄ΠΎΠ²Π΅ΡΠΈΡ Π²ΡΡΡΡΠΏΠ°ΡΡ ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π° ΡΠ»Π΅ΠΌΠ΅Π½ΡΠ° ΠΈ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ Π΄ΠΎΠ»Π³ΠΎΡΡΠΎΡΠ½ΠΎΠ³ΠΎ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ, ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ ΠΎΠ½ΠΈ ΡΠ½ΠΈΠΆΠ°ΡΡ ΡΡΠ°Π½ΡΠ°ΠΊΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΈΠ·Π΄Π΅ΡΠΆΠΊΠΈ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΒ Π΄Π΅ΠΉΡΡΠ²ΠΎΠ²Π°ΡΡ Π² Π±ΠΎΠ»Π΅Π΅ ΡΠΈΡΠΎΠΊΠΎΠΌ Π³ΠΎΡΠΈΠ·ΠΎΠ½ΡΠ΅ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ, Π²ΡΡΡΡΠ°ΠΈΠ²Π°Ρ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ Π² ΡΡΠΈΠ°Π΄Π΅ Π²Π»Π°ΡΡΡ β Π±ΠΈΠ·Π½Π΅Ρ β ΠΎΠ±ΡΠ΅ΡΡΠ²ΠΎ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅Β ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π°Π½Π½ΡΡ
ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π΄ΠΎΠ²Π΅ΡΠΈΠ΅ Π² ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌ ΡΠΎΡΠΈΡΠΌΠ΅ Π―ΠΌΠ°Π»ΠΎ-ΠΠ΅Π½Π΅ΡΠΊΠΎΠ³ΠΎ Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½ΠΎΠ³ΠΎ ΠΎΠΊΡΡΠ³Π° Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ Π² Π·ΠΎΠ½Π΅ ΡΠΈΡΠΊΠ°. ΠΠ°ΠΈΠΌΠ΅Π½Π΅Π΅ Π΄ΠΎΠ²Π΅ΡΡΡΡ ΠΆΠΈΡΠ΅Π»ΠΈ ΡΠ΅Π²Π΅ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅Π³ΠΈΠΎΠ½Π°, ΠΊΠ°ΠΊ, Π²ΠΏΡΠΎΡΠ΅ΠΌ, ΠΈ ΠΆΠΈΡΠ΅Π»ΠΈ Π²ΡΠ΅ΠΉ Π ΠΎΡΡΠΈΠΈ, ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΏΠ°ΡΡΠΈΡΠΌ, ΠΏΡΠΎΡΡΠΎΡΠ·Π°ΠΌ Π·Π°ΠΊΠΎΠ½ΠΎΠ΄Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌΡ ΡΠΎΠ±ΡΠ°Π½ΠΈΡ ΡΠ΅Π³ΠΈΠΎΠ½Π°. ΠΠΈΠ΄Π΅ΡΠ°ΠΌΠΈ Π΄ΠΎΠ²Π΅ΡΠΈΡ ΡΡΠ΅Π΄ΠΈ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
Π²Π»Π°ΡΡΠ½ΡΡ
ΠΈΠ½ΡΡΠΈΡΡΡΠΎΠ² Π²ΡΡΡΡΠΏΠ°ΡΡ ΡΡΠ΄ ΠΊΠ°ΠΊ ΡΡΠ΅Π΄ΡΡΠ²ΠΎΒ Π·Π°ΡΠΈΡΡ Π±Π°Π·ΠΎΠ²ΡΡ
ΠΏΡΠ°Π² ΠΈ ΡΠ²ΠΎΠ±ΠΎΠ΄ ΠΈ Π³ΡΠ±Π΅ΡΠ½Π°ΡΠΎΡ. ΠΡΠΈ ΡΡΠΎΠΌ ΠΎΡΠ΅Π½Ρ Π²ΡΡΠΎΠΊΠΈΠΉ ΡΡΠΎΠ²Π΅Π½Ρ ΠΏΡΠΎΡΠ΅ΡΡΠ½ΡΡ
ΠΎΠΆΠΈΠ΄Π°Π½ΠΈΠΉ ΠΏΠΎΠ΄ΠΊΡΠ΅ΠΏΠ»ΡΠ΅ΡΡΡ Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ ΠΎΡΡΡΠΈΠΌΡΠΌ (ΡΡΠ΅ΡΡ ΠΆΠΈΡΠ΅Π»Π΅ΠΉ ΡΠ΅Π³ΠΈΠΎΠ½Π°) ΠΏΡΠΎΡΠ΅ΡΡΠ½ΡΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠΌ. ΠΡΠΈ Π½Π°ΡΡΡΠΎΠ΅Π½ΠΈΡ Π½Π΅ ΠΌΠΎΠ³ΡΡ Π½Π΅ Π²ΡΠ·ΡΠ²Π°ΡΡ ΠΎΠΏΠ°ΡΠ΅Π½ΠΈΠΉ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Β ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠΆΠ΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ Π΄ΠΎΠ²Π΅ΡΠΈΡ ΠΆΠΈΡΠ΅Π»Π΅ΠΉ Π―ΠΠΠ ΠΊ Π³ΡΠ±Π΅ΡΠ½Π°ΡΠΎΡΡ ΡΠ΅Π³ΠΈΠΎΠ½Π°. ΠΠ°Π½Π½Π°Ρ ΡΠΈΡΡΠ°ΡΠΈΡ ΠΎΡΠ»ΠΈΡΠ°Π΅Ρ ΠΆΠΈΡΠ΅Π»Π΅ΠΉ ΡΠ΅Π²Π΅ΡΠ½ΠΎΠ³ΠΎΒ ΡΠ΅Π³ΠΈΠΎΠ½Π° ΠΎΡ ΠΆΠΈΡΠ΅Π»Π΅ΠΉ Π΄Π²ΡΡ
Π΄ΡΡΠ³ΠΈΡ
ΡΡΠ±ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ² Π’ΡΠΌΠ΅Π½ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ, Π³Π΄Π΅ Π³ΡΠ±Π΅ΡΠ½Π°ΡΠΎΡΡ Π΄ΠΎΠ²Π΅ΡΡΠ΅Ρ Π±ΠΎΠ»Π΅Π΅ ΠΏΠΎΠ»ΠΎΠ²ΠΈΠ½Ρ ΠΆΠΈΡΠ΅Π»Π΅ΠΉ, ΠΈ Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠ°Β Π΄ΠΎΠ²Π΅ΡΠΈΡ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½Π°
Experimental and Theoretical Investigations of Complex Formation of Substituted Phenylazo-Derivatives of Methylphloroglucinol
Using spectrophotometric titration technique, the processes of complex formation of some phenylazo-derivatives of methylphloroglucinol (MPG) containing hydroxo-, nitro- and nitroso-substituents were studied. The spectral criteria of neutral and ionized forms of the organic ligands in their different tautomeric forms were determined.It was detected that the complex formation is accompanied by formation of one or two chelate cycles which involve azo- or nitroso-fragments and neighboring OH-groups of the organic ligands. Different types of coordination lead to different changes in the electronic absorption spectra.The DFT-B3LYP modeling of a Ni(II) complex of ΓΒ±-hydroxyphenylazo MPG established the most probable coordination mode of the organic ligand: tridentate chelating dianion, distorted square coordination of Ni-cations including one water molecule.ΓΒ The theoretical results are in a good accordance with the experimental data
SOCIAL ATTITUDES TO DRUGS ABUSE AMONG YOUTH AND DRUG ABUSE PREVENTION
Introduction. The formation of responsibility for oneβs health in the youth environment is one of the tasks of the institution of education that determines the process of socialization. The future of sustainable development of country is determined, among other things, by the formation of negative social attitudes towards drug use. The aim of the publication is to study the specifics of the social orientation among young people on drug use and to justify the need for prevention in the educational environment.Methodology and research methods. Methodological basis of work involves classical theories of social installation; anomies; cultural conflict; subcultures; stigmatizations; social control; social space. The analysis and synthesis of scientific publications and data of the government statistics, including results of a number of social researches of 2010β2015 conducted in the Tyumen region are used. Sociological methods, including poll, questioning and the formalized interviews are applied at an experimental investigation phase. Data processing is carried out in technique of the factorial and classification analysis.Results and scientific novelty. Drug abuse among young people is a result of the contradiction between youth attitudes and social norms. It is shown that the prevention of drug abuse in Russia is institutionally ineffective. The social attitudes and motives connected with drug abuse among young people aged 18β30 years are revealed. It is established that acceptance of drug abuse experience is not defined by a gender, social and/or material status. The main types of the attitude to drug abuse experience are designated: 1) complete negation of a possibility of drug abuse; 2) refusal of drug abuse, but indifference or loyal attitude to drug abuse by others; 3) readiness for periodic drug usage; 4) steady stereotype of regular use of narcotic substances. The necessity of flexible forms of influence on youth for formation of sustainable social barriers is justified.The need of adequate public opinion formation which does not enable exclusion and criminalization among youth having some drug abuse experience is approved. Repressive practices of work with such young people only exacerbate the problem. The recommendations on organization regulation of a drug abuse situation in the country are formulated.Practical significance. The materials of the present article can be used for creation of effective system of drug abuse prevention in the educational environment taking into account age characteristics of pupils.Β ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π€ΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Ρ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ Π·Π° ΡΠ²ΠΎΠ΅ Π·Π΄ΠΎΡΠΎΠ²ΡΠ΅, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΠΎΡΡΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊ ΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΡ Π½Π°ΡΠΊΠΎΡΠΈΠΊΠΎΠ², β ΠΎΠ΄Π½Π° ΠΈΠ· Π·Π°Π΄Π°Ρ ΠΈΠ½ΡΡΠΈΡΡΡΠ° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΠ° Π·Π°Π΄Π°ΡΠ° ΡΠ΅ΡΠ½ΠΎ ΠΏΠ΅ΡΠ΅ΠΏΠ»Π΅ΡΠ°Π΅ΡΡΡ Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠΎΠΉ ΡΠΎΡΠΈΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ, Π° Π΅Π΅ ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΉ ΠΌΠ΅ΡΠ΅ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ΠΌ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΡΠ°Π½Ρ. Π¦Π΅Π»Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π² ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΠΈΠ·ΡΡΠΈΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΡΡΠ°Π½ΠΎΠ²ΠΎΠΊ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ Π½Π° ΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΠ΅ Π½Π°ΡΠΊΠΎΡΠΈΠΊΠΎΠ² ΠΈ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°ΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΡΠ½ΠΎΠ²ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΡΠ²Π»ΡΡΡΡΡ ΠΊΠ»Π°ΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅ΠΎΡΠΈΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΡΡΠ°Π½ΠΎΠ²ΠΊΠΈ; Π°Π½ΠΎΠΌΠΈΠΈ; ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠ°; ΡΡΠ±ΠΊΡΠ»ΡΡΡΡ; ΡΡΠΈΠ³ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ; ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ; ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π°. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ Π°Π½Π°Π»ΠΈΠ· ΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ Π½Π°ΡΡΠ½ΡΡ
ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΉ ΠΈ Π΄Π°Π½Π½ΡΡ
Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΡΠ°ΡΠΈΡΡΠΈΠΊΠΈ, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΡΠ΄Π° ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ 2010β2015 Π³Π³., ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΡΡ
Π² Π’ΡΠΌΠ΅Π½ΡΠΊΠΎΠΌ ΡΠ΅Π³ΠΈΠΎΠ½Π΅. ΠΠ° ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΌ ΡΡΠ°ΠΏΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈΠΌΠ΅Π½ΡΠ»ΠΈΡΡ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΠΎΠΏΡΠΎΡ, Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ ΡΠΎΡΠΌΠ°Π»ΠΈΠ·ΠΎΠ²Π°Π½Π½ΡΠ΅ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ. ΠΠ±ΡΠ°Π±ΠΎΡΠΊΠ° Π΄Π°Π½Π½ΡΡ
Π²ΡΠΏΠΎΠ»Π½ΡΠ»Π°ΡΡ Π² ΡΠ΅Ρ
Π½ΠΈΠΊΠ΅ ΡΠ°ΠΊΡΠΎΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΠ΅ Π½Π°ΡΠΊΠΎΡΠΈΠΊΠΎΠ² Π² ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅ β ΡΠ΅Π·ΡΠ»ΡΡΠ°Ρ Π΄Π΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ Π½ΠΎΡΠΌΠ°ΠΌΠΈ ΠΈ ΠΈΠ½ΡΡΠΈΡΡΡΠ°ΠΌΠΈ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠ° Π½Π°ΡΠΊΠΎΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΡ, ΠΏΡΠ°ΠΊΡΠΈΠΊΡΡΡΠ°ΡΡΡ Π² Π ΠΎΡΡΠΈΠΈ, ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ Π½Π΅ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½Π°. ΠΡΡΠ²Π»Π΅Π½Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΡΡΡΠ°Π½ΠΎΠ²ΠΊΠΈ ΠΈ ΠΌΠΎΡΠΈΠ²Ρ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ Ρ Π½Π°ΡΠΊΠΎΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΠ΅ΠΌ ΡΡΠ΅Π΄ΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ 18β30 Π»Π΅Ρ. Π£ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ ΠΎΠ΄ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ Π½Π°ΡΠΊΠΎΠΎΠΏΡΡΠ° Π½Π΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ Π³Π΅Π½Π΄Π΅ΡΠΎΠΌ, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌ ΠΈ/ΠΈΠ»ΠΈ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΡΠΌ ΡΡΠ°ΡΡΡΠΎΠΌ. ΠΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠΈΠΏΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊ Π½Π°ΡΠΊΠΎΠΎΠΏΡΡΡ: 1) ΠΏΠΎΠ»Π½ΠΎΠ΅ ΠΎΡΡΠΈΡΠ°Π½ΠΈΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΡ Π½Π°ΡΠΊΠΎΡΠΈΠΊΠΎΠ²; 2) ΠΎΡΠΊΠ°Π· ΠΎΡ ΠΈΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ, Π½ΠΎ ΡΠ°Π²Π½ΠΎΠ΄ΡΡΠΈΠ΅ ΠΈΠ»ΠΈ Π»ΠΎΡΠ»ΡΠ½ΠΎΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΊ ΡΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΡ Π½Π°ΡΠΊΠΎΡΠΈΠΊΠΎΠ² Π΄ΡΡΠ³ΠΈΠΌΠΈ; 3) Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΡ ΠΊ ΠΏΠ΅ΡΠΈΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΡ; 4) ΡΡΡΠΎΠΉΡΠΈΠ²ΡΠΉ ΡΡΠ΅ΡΠ΅ΠΎΡΠΈΠΏ ΡΠ΅Π³ΡΠ»ΡΡΠ½ΠΎΠ³ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ Π½Π°ΡΠΊΠΎΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π²Π΅ΡΠ΅ΡΡΠ². ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ Π³ΠΈΠ±ΠΊΠΈΡ
ΡΠΎΡΠΌ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΡ Π½Π° ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΡ Π΄Π»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΡΡΠΎΠΉΡΠΈΠ²ΡΡ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
Π±Π°ΡΡΠ΅ΡΠΎΠ², ΠΏΡΠ΅ΠΏΡΡΡΡΠ²ΡΡΡΠΈΡ
Π½Π°ΡΠΊΠΎΡΠΈΠ·ΠΌΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½Π°ΡΠΊΠΎΠΌΠ°Π½ΠΈΠΈ. Π£ΡΠ²Π΅ΡΠΆΠ΄Π°Π΅ΡΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΌΠ½Π΅Π½ΠΈΡ, Π½Π΅ Π΄ΠΎΠΏΡΡΠΊΠ°ΡΡΠ΅Π³ΠΎ ΡΠΊΡΠΊΠ»ΡΠ·ΠΈΠΈ ΠΈ ΠΊΡΠΈΠΌΠΈΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ, ΡΠΎΠΏΡΠΈΠΊΠΎΡΠ½ΡΠ²ΡΠ΅ΠΉΡΡ Ρ Π½Π°ΡΠΊΠΎΡΠΈΠΊΠ°ΠΌΠΈ. Π Π΅ΠΏΡΠ΅ΡΡΠΈΠ²Π½ΡΠ΅ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΡΠ°Π±ΠΎΡΡ Ρ ΡΠ°ΠΊΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΡΡ ΡΠΎΠ»ΡΠΊΠΎ ΡΡΡΠ³ΡΠ±Π»ΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ. Π‘ΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°Π½Ρ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ ΠΏΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΠ΅Π³ΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½Π°ΡΠΊΠΎΡΠΈΡΡΠ°ΡΠΈΠΈ Π² ΡΡΡΠ°Π½Π΅. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΡΡΠ°ΡΡΠΈ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ ΠΏΡΠΈ ΡΠΎΠ·Π΄Π°Π½ΠΈΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅ Ρ ΡΡΠ΅ΡΠΎΠΌ Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΡΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΡΠ°ΡΠΈΡ
ΡΡ.The work was supported by the Russian Humanitarian Scientific Foundation, project β 16β03β00500 Β«Options and restrictive guidelines of a new industrialization, Ρontradictions of the socio-cultural space: The example of the Tyumen regionΒ», Tyumen State University.Π Π°Π±ΠΎΡΠ° Π²ΡΠΏΠΎΠ»Π½Π΅Π½Π° ΠΏΡΠΈ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΠΎΠΉ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ΅ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΠΎΠ³ΠΎ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ½Π΄Π°, ΠΏΡΠΎΠ΅ΠΊΡ β 16β03β00500 Β«ΠΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΈ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡ Π½ΠΎΠ²ΠΎΠΉ ΠΈΠ½Π΄ΡΡΡΡΠΈΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΡ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π°: Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ Π’ΡΠΌΠ΅Π½ΡΠΊΠΎΠ³ΠΎ ΡΠ΅Π³ΠΈΠΎΠ½Π°Β», Π’ΡΠΌΠ΅Π½ΡΠΊΠΈΠΉ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΡΠΉ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ
SOCIAL ATTITUDES TO DRUGS ABUSE AMONG YOUTH AND DRUG ABUSE PREVENTION
Introduction. The formation of responsibility for oneβs health in the youth environment is one of the tasks of the institution of education that determines the process of socialization. The future of sustainable development of country is determined, among other things, by the formation of negative social attitudes towards drug use.The aim of the publication is to study the specifics of the social orientation among young people on drug use and to justify the need for prevention in the educational environment.Methodology and research methods. Methodological basis of work involves classical theories of social installation; anomies; cultural conflict; subcultures; stigmatizations; social control; social space. The analysis and synthesis of scientific publications and data of the government statistics, including results of a number of social researches of 2010β2015 conducted in the Tyumen region are used. Sociological methods, including poll, questioning and the formalized interviews are applied at an experimental investigation phase. Data processing is carried out in technique of the factorial and classification analysis.Results and scientific novelty. Drug abuse among young people is a result of the contradiction between youth attitudes and social norms. It is shown that the prevention of drug abuse in Russia is institutionally ineffective. The social attitudes and motives connected with drug abuse among young people aged 18β30 years are revealed. It is established that acceptance of drug abuse experience is not defined by a gender, social and/or material status. The main types of the attitude to drug abuse experience are designated: 1) complete negation of a possibility of drug abuse; 2) refusal of drug abuse, but indifference or loyal attitude to drug abuse by others; 3) readiness for periodic drug usage; 4) steady stereotype of regular use of narcotic substances.The necessity of flexible forms of influence on youth for formation of sustainable social barriers is justified.The need of adequate public opinion formation which does not enable exclusion and criminalization among youth having some drug abuse experience is approved. Repressive practices of work with such young people only exacerbate the problem. The recommendations on organization regulation of a drug abuse situation in the country are formulated.Practical significance. The materials of the present article can be used for creation of effective system of drug abuse prevention in the educational environment taking into account age characteristics of pupils
Studentsβ Employability Skills: Development Strategies
The fundamental transition from the concept of maintaining employment to personnel mobility and employability, as well as the transformation of the working environment make the case for addressing the development of studentsβ employability skills. Job seekers are intended to be effective communicators and drive own productivity. It is important to understand how students perceive the employability skills, which are formed during the university period. The article aims to reveal strategies for employability skills development, implemented by masterβs and doctoral students. These students have a long learning experience and acquire a higher level of qualifications. They are better prepared for employment, but still can face obstacles.The empirical base of the study consists of 50 interviews with students of Tyumen universities (32 masterβs degree students and 18 doctoral students). The data were obtained through semi-structured interviews. The authors focused on 4 employability skills: communication, teamwork, self-management, and self-control. Three strategies of employability skills development are revealed. Active strategy: students identify employability skills as a resource, give average and higher self-assessments of their development, provide detailed examples of their use, analyze mistakes, and see opportunities for future development. Intermediate strategy: students also recognize the importance of employability skills, but there is an imbalance in the development of individual and interpersonal skills. In general, they give average self-assessments of skill development and provide insufficiently detailed descriptions of their use in practice. Their plans for developing employability skills are not precise. Passive strategy: students do not identify employability skills as a resource, and are not proactive in their improvement, limiting themselves to an abstract description of intention. The conclusion is substantiated that only a small part of students of regional universities identify individual and interpersonal skills as a resource and build long-term plans for their improvement
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