16 research outputs found
Π‘ΠΠ Π€Π ΠΠΠ ΠΠΠ Π Π Π‘Π’ΠΠΠ’ΠΠ ΠΠΠ ΠΠ‘Π’ΠΠ ΠΠ ΠΠΠ ΠΠΠΠΠ‘ΠΠΠΠ ΠΠΠΠΠΠΠΠΠΠ― ΠΠΠΠΠΠ
The author of the article studies the problem of the Norman Conquest of England by the eminent British historian F. M. Stenton (1880-1967), largely unexplored topic in Anglo-American and Russian historiography. For 35 years, (1908-1943), F. M. Stenton published three of his main books, devoted to this problem - βWilliam the Conqueror and the Rule of the Normansβ, βThe First Century of English Feudalism 1066-1666β, βAnglo-Saxon Englandβ, but as the historian of the Norman Conquest of England F. M. Stenton is hardly known. The author of this article sets the many-sided goal - to adjust and supplement foreign and Russian strong tradition of the Norman Conquest of England by the views of F. M. Stenton as one of its founders and leading representatives in Anglo-American historiography; to trace the evolution of his views and to identify his contribution to the study of the Norman Conquest of England.Π ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠΊΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΅Π²Π°Π½ΠΈΡ ΠΠ½Π³Π»ΠΈΠΈ Π² ΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΠΈ Π²ΡΠ΄Π°ΡΡΠ΅Π³ΠΎΡΡ Π±ΡΠΈΡΠ°Π½ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠΎΡΠΈΠΊΠ° Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½Π° (1880-1967), ΠΌΠ°Π»ΠΎΠΈΠ·ΡΡΠ΅Π½Π½Π°Ρ Π² Π°Π½Π³Π»ΠΎ-Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΎΠΉ ΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΠΈΡΡΠΎΡΠΈΠΎΠ³ΡΠ°ΡΠΈΠΈ. ΠΠ°ΡΡΠ½ΠΎΠΉ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΡΡΠΎΠΉ ΡΠ΅ΠΌΡ Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½ ΠΏΠΎΡΠ²ΡΡΠΈΠ» ΡΡΠΈ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΌΠΎΠ½ΠΎΠ³ΡΠ°ΡΠΈΠΈ Β«ΠΠΈΠ»ΡΠ³Π΅Π»ΡΠΌ ΠΠ°Π²ΠΎΠ΅Π²Π°ΡΠ΅Π»Ρ ΠΈ ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠ΅Π²Β», Β«ΠΠ΅ΡΠ²ΡΠΉ Π²Π΅ΠΊ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΎΠ΄Π°Π»ΠΈΠ·ΠΌΠ°Β» ΠΈ Β«ΠΠ½Π³Π»ΠΎΡΠ°ΠΊΡΠΎΠ½ΡΠΊΠ°Ρ ΠΠ½Π³Π»ΠΈΡΒ», ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠ±Π»ΠΈΠΊΠΎΠ²Π°Π»ΠΈΡΡ Π½Π° ΠΏΡΠΎΡΡΠΆΠ΅Π½ΠΈΠΈ 35 Π»Π΅Ρ (1908-1943) Π΅Π³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΠΎ ΠΊΠ°ΠΊ ΠΈΡΡΠΎΡΠΈΠΊ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠΊΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΅Π²Π°Π½ΠΈΡ ΠΠ½Π³Π»ΠΈΠΈ Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π½Π΅ ΠΈΠ·Π²Π΅ΡΡΠ΅Π½. ΠΠ²ΡΠΎΡ ΡΡΠ°ΡΡΠΈ ΡΡΠ°Π²ΠΈΡ ΠΏΠ΅ΡΠ΅Π΄ ΡΠΎΠ±ΠΎΠΉ ΠΌΠ½ΠΎΠ³ΠΎΠΏΠ»Π°Π½ΠΎΠ²ΡΡ ΡΠ΅Π»Ρ - Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ Π½Π°ΡΠ»Π΅Π΄ΠΈΡ Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½Π° Π²Π½Π΅ΡΡΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡΠΎΠ²ΠΊΠΈ Π² ΡΡΡΠΎΡΠ²ΡΡΡΡΡ Π² ΠΈΡΡΠΎΡΠΈΠΎΠ³ΡΠ°ΡΠΈΠΈ ΡΡΠ°Π΄ΠΈΡΠΈΡ ΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ ΠΈΡΡΠΎΡΠΈΠΈ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠΊΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΅Π²Π°Π½ΠΈΡ ΠΠ½Π³Π»ΠΈΠΈ, Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΠ² Π΅Π΅ ΠΏΠΎΠ·ΠΈΡΠΈΠ΅ΠΉ Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½Π° ΠΊΠ°ΠΊ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΈΠ· Π΅Π΅ ΡΠΎΠ΄ΠΎΠ½Π°ΡΠ°Π»ΡΠ½ΠΈΠΊΠΎΠ² ΠΈ ΠΊΡΡΠΏΠ½Π΅ΠΉΡΠΈΡ
ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»Π΅ΠΉ Π² Π°Π½Π³Π»ΠΎ-Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΎΠΉ ΠΈΡΡΠΎΡΠΈΠΎΠ³ΡΠ°ΡΠΈΠΈ; ΠΏΡΠΎΡΠ»Π΅Π΄ΠΈΡΡ ΡΠ²ΠΎΠ»ΡΡΠΈΡ Π΅Π³ΠΎ Π²Π·Π³Π»ΡΠ΄ΠΎΠ² ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ Π΅Π³ΠΎ Π²ΠΊΠ»Π°Π΄ Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠΊΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΅Π²Π°Π½ΠΈΡ ΠΠ½Π³Π»ΠΈΠΈ
ΠΡΠ΅ΠΎΠ±ΡΠ°Ρ ΠΈΡΡΠΎΡΠΈΡ Π² Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ ΡΡΠ°Π΄ΠΈΡΠΈΡΡ ΠΠΊΡΡΠΎΡΠ΄Π° ΠΈ ΠΠ΅ΠΌΠ±ΡΠΈΠ΄ΠΆΠ° ΠΊΠΎΠ½ΡΠ° XIX - Π½Π°ΡΠ°Π»Π° Π₯Π₯ Π²Π².
The article studies the British model of general history - Β«The Cambridge Ancient HistoryΒ», Β«The Cambridge Medieval HistoryΒ», Β«The Cambridge Modern HistoryΒ». The main principles of its creation, holistic, pluralistic and system approaches to history in Oxford and Cambridge historical schools, disciplinary content of Β«general historyΒ», content and correlation of Β«general-universal-world historyΒ» are analyzedΠ ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΡΡΡ Π±ΡΠΈΡΠ°Π½ΡΠΊΠ°Ρ ΠΌΠΎΠ΄Π΅Π»Ρ Π²ΡΠ΅ΠΎΠ±ΡΠ΅ΠΉ ΠΈΡΡΠΎΡΠΈΠΈ - Β«ΠΠ΅ΠΌΠ±ΡΠΈΠ΄ΠΆΡΠΊΠ°Ρ ΠΈΡΡΠΎΡΠΈΡ ΠΡΠ΅Π²Π½Π΅Π³ΠΎ ΠΌΠΈΡΠ°Β», Β«ΠΠ΅ΠΌΠ±ΡΠΈΠ΄ΠΆΡΠΊΠ°Ρ ΠΈΡΡΠΎΡΠΈΡ Π‘ΡΠ΅Π΄Π½ΠΈΡ
Π²Π΅ΠΊΠΎΠ²Β», Β«ΠΠ΅ΠΌΠ±ΡΠΈΠ΄ΠΆΡΠΊΠ°Ρ ΠΠΎΠ²Π°Ρ ΠΈΡΡΠΎΡΠΈΡΒ». ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ Π΅Ρ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ, Ρ
ΠΎΠ»ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΠΏΠ»ΡΡΠ°Π»ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΈΡΡΠΎΡΠΈΠΈ Π² ΠΠΊΡΡΠΎΡΠ΄ΡΠΊΠΎΠΉ ΠΈ ΠΠ΅ΠΌΠ±ΡΠΈΠ΄ΠΆΡΠΊΠΎΠΉ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΊΠΎΠ»Π°Ρ
, Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΠ΅ Π½Π°ΠΏΠΎΠ»Π½Π΅Π½ΠΈΠ΅ Β«Π²ΡΠ΅ΠΎΠ±ΡΠ΅ΠΉ ΠΈΡΡΠΎΡΠΈΠΈΒ», ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΈ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΏΠΎΠ½ΡΡΠΈΠΉ Β«General - Universal - World History
Π‘ΠΠ Π€Π ΠΠΠ ΠΠΠ Π Π Π‘Π’ΠΠΠ’ΠΠ ΠΠΠ ΠΠ‘Π’ΠΠ ΠΠ ΠΠΠ ΠΠΠΠΠ‘ΠΠΠΠ ΠΠΠΠΠΠΠΠΠΠ― ΠΠΠΠΠΠ
The author of the article studies the problem of the Norman Conquest of England by the eminent British historian F. M. Stenton (1880-1967), largely unexplored topic in Anglo-American and Russian historiography. For 35 years, (1908-1943), F. M. Stenton published three of his main books, devoted to this problem - βWilliam the Conqueror and the Rule of the Normansβ, βThe First Century of English Feudalism 1066-1666β, βAnglo-Saxon Englandβ, but as the historian of the Norman Conquest of England F. M. Stenton is hardly known. The author of this article sets the many-sided goal - to adjust and supplement foreign and Russian strong tradition of the Norman Conquest of England by the views of F. M. Stenton as one of its founders and leading representatives in Anglo-American historiography; to trace the evolution of his views and to identify his contribution to the study of the Norman Conquest of England.Π ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠΊΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΅Π²Π°Π½ΠΈΡ ΠΠ½Π³Π»ΠΈΠΈ Π² ΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΠΈ Π²ΡΠ΄Π°ΡΡΠ΅Π³ΠΎΡΡ Π±ΡΠΈΡΠ°Π½ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠΎΡΠΈΠΊΠ° Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½Π° (1880-1967), ΠΌΠ°Π»ΠΎΠΈΠ·ΡΡΠ΅Π½Π½Π°Ρ Π² Π°Π½Π³Π»ΠΎ-Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΎΠΉ ΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΠΈΡΡΠΎΡΠΈΠΎΠ³ΡΠ°ΡΠΈΠΈ. ΠΠ°ΡΡΠ½ΠΎΠΉ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΡΡΠΎΠΉ ΡΠ΅ΠΌΡ Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½ ΠΏΠΎΡΠ²ΡΡΠΈΠ» ΡΡΠΈ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΌΠΎΠ½ΠΎΠ³ΡΠ°ΡΠΈΠΈ Β«ΠΠΈΠ»ΡΠ³Π΅Π»ΡΠΌ ΠΠ°Π²ΠΎΠ΅Π²Π°ΡΠ΅Π»Ρ ΠΈ ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠ΅Π²Β», Β«ΠΠ΅ΡΠ²ΡΠΉ Π²Π΅ΠΊ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΎΠ΄Π°Π»ΠΈΠ·ΠΌΠ°Β» ΠΈ Β«ΠΠ½Π³Π»ΠΎΡΠ°ΠΊΡΠΎΠ½ΡΠΊΠ°Ρ ΠΠ½Π³Π»ΠΈΡΒ», ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠ±Π»ΠΈΠΊΠΎΠ²Π°Π»ΠΈΡΡ Π½Π° ΠΏΡΠΎΡΡΠΆΠ΅Π½ΠΈΠΈ 35 Π»Π΅Ρ (1908-1943) Π΅Π³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΠΎ ΠΊΠ°ΠΊ ΠΈΡΡΠΎΡΠΈΠΊ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠΊΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΅Π²Π°Π½ΠΈΡ ΠΠ½Π³Π»ΠΈΠΈ Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π½Π΅ ΠΈΠ·Π²Π΅ΡΡΠ΅Π½. ΠΠ²ΡΠΎΡ ΡΡΠ°ΡΡΠΈ ΡΡΠ°Π²ΠΈΡ ΠΏΠ΅ΡΠ΅Π΄ ΡΠΎΠ±ΠΎΠΉ ΠΌΠ½ΠΎΠ³ΠΎΠΏΠ»Π°Π½ΠΎΠ²ΡΡ ΡΠ΅Π»Ρ - Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ Π½Π°ΡΠ»Π΅Π΄ΠΈΡ Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½Π° Π²Π½Π΅ΡΡΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡΠΎΠ²ΠΊΠΈ Π² ΡΡΡΠΎΡΠ²ΡΡΡΡΡ Π² ΠΈΡΡΠΎΡΠΈΠΎΠ³ΡΠ°ΡΠΈΠΈ ΡΡΠ°Π΄ΠΈΡΠΈΡ ΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ ΠΈΡΡΠΎΡΠΈΠΈ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠΊΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΅Π²Π°Π½ΠΈΡ ΠΠ½Π³Π»ΠΈΠΈ, Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΠ² Π΅Π΅ ΠΏΠΎΠ·ΠΈΡΠΈΠ΅ΠΉ Π€. Π. Π‘ΡΡΠ½ΡΠΎΠ½Π° ΠΊΠ°ΠΊ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΈΠ· Π΅Π΅ ΡΠΎΠ΄ΠΎΠ½Π°ΡΠ°Π»ΡΠ½ΠΈΠΊΠΎΠ² ΠΈ ΠΊΡΡΠΏΠ½Π΅ΠΉΡΠΈΡ
ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»Π΅ΠΉ Π² Π°Π½Π³Π»ΠΎ-Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΎΠΉ ΠΈΡΡΠΎΡΠΈΠΎΠ³ΡΠ°ΡΠΈΠΈ; ΠΏΡΠΎΡΠ»Π΅Π΄ΠΈΡΡ ΡΠ²ΠΎΠ»ΡΡΠΈΡ Π΅Π³ΠΎ Π²Π·Π³Π»ΡΠ΄ΠΎΠ² ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ Π΅Π³ΠΎ Π²ΠΊΠ»Π°Π΄ Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π½ΠΎΡΠΌΠ°Π½Π΄ΡΠΊΠΎΠ³ΠΎ Π·Π°Π²ΠΎΠ΅Π²Π°Π½ΠΈΡ ΠΠ½Π³Π»ΠΈΠΈ
Π€.Π£. ΠΠ΅ΠΉΡΠ»Π΅Π½Π΄ ΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΈΠ½ΡΠ΅Π·Π° Π² Π±ΡΠΈΡΠ°Π½ΡΠΊΠΎΠΉ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ Π½Π°ΡΠΊΠ΅ ΡΡΠ±Π΅ΠΆΠ° XIX - Π₯Π₯ Π²Π².
The article focuses on the study of methodological basis of the historical and law concept of F.W. Maitland - the eminent British contemporary of N.I. Kareev. A sample point review of the components of their synthesis methodologies was attempted. The importance of positivism as scientific and ideological systemically important component of synthesis methodologies in British and Russian historiography at the turn of the XIX-th and XX-th centuries is emphasizedΠ‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠ½ΠΎΠ² ΠΈΡΡΠΎΡΠΈΠΊΠΎ-ΠΏΡΠ°Π²ΠΎΠ²ΠΎΠΉ Π΄ΠΎΠΊΡΡΠΈΠ½Ρ Π²ΡΠ΄Π°ΡΡΠ΅Π³ΠΎΡΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΈΠΊΠ° Π.Π. ΠΠ°ΡΠ΅Π΅Π²Π° - Π€.Π£. ΠΠ΅ΠΉΡΠ»Π΅Π½Π΄Π°. ΠΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠ° ΠΏΠΎΠΏΡΡΠΊΠ° Π²ΡΠ±ΠΎΡΠΎΡΠ½ΠΎΠ³ΠΎ, ΡΠΎΡΠ΅ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠΏΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠ½ΠΎΠ² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠΎΡΠΈΠΊΠΎΠ² Π² ΡΠΎΡΠΌΠ°ΡΠ΅ ΡΠΈΠ½ΡΠ΅Π·Π° ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΉ. Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΠ΅ ΡΠΈΠ½ΡΠ΅Π·Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π€.Π£. ΠΠ΅ΠΉΡΠ»Π΅Π½Π΄Π° ΠΈ Π.Π. ΠΠ°ΡΠ΅Π΅Π²Π°, Π°ΠΊΡΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½ΠΎ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ ΠΏΠΎΠ·ΠΈΡΠΈΠ²ΠΈΠ·ΠΌΠ° ΠΊΠ°ΠΊ Π½Π°ΡΡΠ½ΠΎ-ΠΌΠΈΡΠΎΠ²ΠΎΠ·Π·ΡΠ΅Π½ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ° ΠΈ ΡΠΈΡΡΠ΅ΠΌΠΎΠΎΠ±ΡΠ°Π·ΡΡΡΠ΅Π³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° ΡΠΈΠ½ΡΠ΅Π·Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΈΡΡΠΎΡΠΈΠΈ Π² Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΉ ΠΈ ΡΡΡΡΠΊΠΎΠΉ ΠΈΡΡΠΎΡΠΈΠΎΠ³ΡΠ°ΡΠΈΠΈ ΡΡΠ±Π΅ΠΆΠ° XIX-Π₯Π₯ Π²Π²
Students' organism state in conditions of distance learning
In the course of distance learning, the student is located remotely from his teacher, as well as from the educational institutions themselves. Such education is carried out mostly with the use of technologies for studying. Online learning contributes to improving the education quality due to the active implementation of the worldwide educational resources and a large share of independent work. A manifestation of negative impact of such education is stress caused not only by worries about coronavirus situation, but also by changes in the education field. Distance learning implies strict self-control, independence and consciousness of the student, ability to restrain their emotional states
VERAPAMIL TESTS FOR ASSESSMENT OF DRUG-RESISTANCE OF LEUKEMIA BLASTS
To determine prognostically unfavourable groups of acute leukemia patients, the authors studied the in vitro accumulation of H-3-vincristine (Vcr) and adriamycin (ADR) as well as inclusion of H-3-cytosar (Ara-C) into marrow blast DNA from patients showing different effects of treatment. It was found that H-3-Vcr accumulation in the blasts of some patients resistent to induction chemotherapy increases with verapamil addition to culture medium (Vrp+cells). ADR inclusion into Vrp+cells was the same as that into Vrp-cells. The inclusion of H-3-Ara-C into S-phase cell DNA in the cells Vrp+ was 3 time that in the cells Vrp-. All the responders to cytosar treatment had Vrp- blasts. It is evident that evaluation of Vrp effect on H-3-Ver accumulation under short-term culturing is able to indicate groups of patients with low probability of achieving complete remissions in response to standard regimens of Vcr, Ara-C and anthracyclines treatment
Vincristine and adriamycin accumulation in vitro and cytosar inclusion into leukemia blasts DNA in patients with diverse chemotherapy effects
[No abstract available
VERAPAMIL TESTS FOR ASSESSMENT OF DRUG-RESISTANCE OF LEUKEMIA BLASTS
To determine prognostically unfavourable groups of acute leukemia patients, the authors studied the in vitro accumulation of H-3-vincristine (Vcr) and adriamycin (ADR) as well as inclusion of H-3-cytosar (Ara-C) into marrow blast DNA from patients showing different effects of treatment. It was found that H-3-Vcr accumulation in the blasts of some patients resistent to induction chemotherapy increases with verapamil addition to culture medium (Vrp+cells). ADR inclusion into Vrp+cells was the same as that into Vrp-cells. The inclusion of H-3-Ara-C into S-phase cell DNA in the cells Vrp+ was 3 time that in the cells Vrp-. All the responders to cytosar treatment had Vrp- blasts. It is evident that evaluation of Vrp effect on H-3-Ver accumulation under short-term culturing is able to indicate groups of patients with low probability of achieving complete remissions in response to standard regimens of Vcr, Ara-C and anthracyclines treatment
Vincristine and adriamycin accumulation in vitro and cytosar inclusion into leukemia blasts DNA in patients with diverse chemotherapy effects
[No abstract available