170 research outputs found
ΠΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ Π΄Π΅ΡΡΠΊΠΈΡ ΡΠΊΡΠΊΡΡΡΠΈΠΉ Π² Π£Π‘Π‘Π Π² ΠΊΠΎΠ½ΡΠ΅ 1920-Ρ β Π½Π°ΡΠ°Π»Π΅ 1930-Ρ Π³Π³. (Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°Ρ ΠΊΠΈΠ΅Π²ΡΠΊΠΎΠΉ ΠΏΡΠΈΠ³ΠΎΡΠΎΠ΄Π½ΠΎΠΉ ΠΏΠΎΠ»ΠΎΡΡ)
Π ΡΡΠ°ΡΡΡ ΠΎΠΊΡΠ΅ΡΠ»Π΅Π½ΠΎ ΠΎΡΠ½ΠΎΠ²Π½Ρ ΡΠΈΡΠΈ ΠΎΡΠ³Π°Π½ΡΠ·Π°ΡΡΡ Π΄ΠΈΡΡΡΠΈΡ
Π΅ΠΊΡΠΊΡΡΡΡΠΉ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΡ ΡΠΎΠ·Π²ΠΈΡΠΊΡ ΡΡΡΠΈΡΡΠΈΡΠ½ΠΎΡ ΡΠΏΡΠ°Π²ΠΈ Ρ Π‘Π Π‘Π Π½Π°ΠΏΡΠΈΠ½ΠΊΡΠ½ΡΡ 1920-Ρ
β ΠΏΠΎΡΠ°ΡΠΊΡ 1930-Ρ
ΡΡ.The paper outlines the main features of childrenβs excursions in the context of tourism development in the USSR in the end of 1920βs β early 1930βs. Based on archival materials attempt to describe the state of excurssions as part of after-school education in the USSR is made. Excursions presented insignificant part of childrenβs leisure and were the practical employments after the lessons of biology and natural history. The state of excursions as parts of out-of-school education is worst. In addition, there was not clear distribution between excursions as method of studies and excursions as by part of childrenβs leisure. Childrenβs excursions on territory of Ukrainian Socialist Soviet Respublic mostly submitted to the school programs. Excursions to the museums and other establishments for analysed period it was conducted only a few. Reason can be the bad financial and methodical providing of teachers on places. It talks about insufficient preparation of school teachers, that became the result of numerous difficulties of organization and functioning of the system of excursions and folk education.Π ΡΡΠ°ΡΡΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ΅ΡΡΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ Π΄Π΅ΡΡΠΊΠΈΡ
ΡΠΊΡΠΊΡΡΡΠΈΠΉ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΄Π΅Π»Π° Π² Π‘Π‘Π‘Π Π² ΠΊΠΎΠ½ΡΠ΅ 1920-Ρ
- Π½Π°ΡΠ°Π»Π΅ 1930-Ρ
Π³Π³. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅ Π°ΡΡ
ΠΈΠ²Π½ΡΡ
ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠ° ΠΏΠΎΠΏΡΡΠΊΠ° ΠΎΡ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΠΎΠ²Π°ΡΡ ΡΠΊΡΠΊΡΡΡΠΈΠΎΠ½Π½ΠΎΠ΅ Π΄Π΅Π»ΠΎ ΠΊΠ°ΠΊ ΡΠ°ΡΡΡ Π²Π½Π΅ΡΠΊΠΎΠ»ΡΠ½ΠΎΠ³ΠΎ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ Π² Π£Π‘Π‘Π
ΠΠΎΡΠΌΠ°ΡΠΈΠ²Π½ΠΎ-ΠΏΡΠ°Π²ΠΎΠ²ΠΎΠ΅ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠ΅ ΡΠ΅Π³ΠΈΠΎΠ½Π°
Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠ»ΠΎΠΆΠΈΠ²ΡΠΈΠ΅ΡΡ ΡΡΠ»ΠΎΠ²ΠΈΡ Π΄Π»Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π·Π°ΠΊΡΠ΅ΠΏΠ»ΡΠ½Π½ΡΠ΅ Π² Π½ΠΎΡΠΌΠ°ΡΠΈΠ²Π½ΠΎ-ΠΏΡΠ°Π²ΠΎΠ²ΠΎΠΉ Π±Π°Π·Π΅
Visual novels as a method of foreign language project competence development
One of the main competencies developed in the process of future programmers training is a competence in project activities. The purpose of this study is to describe the methodological support of the process of creating visual novels as a way foreign language project competence development. The research methodology is based on an experimental methodology based on the principles of interdisciplinary integration and the principles of communication. We specified the definition of the foreign language project competence as a set of knowledge, skills and abilities to organize project activities using a foreign language, experience in creating and presenting final professional products in a foreign language, as well as value orientations of a modern IT-specialist. The content of foreign-language project competence includes linguistic-structural, communicative and presentation components. The practical focus of the research is to create final products that can be used for further improvement of foreign language communication skills, and can also be used as independent interactive projects for the IT-sphere.ΠΠ΄Π½ΠΎΠΉ ΠΈΠ· ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ, ΡΠΎΡΠΌΠΈΡΡΠ΅ΠΌΡΡ
Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠΈΡΡΠΎΠ², ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡ Π² ΠΏΡΠΎΠ΅ΠΊΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. Π¦Π΅Π»Ρ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΠΎΠΏΠΈΡΠ°Π½ΠΈΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΡΠΎΠ·Π΄Π°Π½ΠΈΡ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΡΡ
Π½ΠΎΠ²Π΅Π»Π» ΠΊΠ°ΠΊ ΡΠΏΠΎΡΠΎΠ±Π° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΠΎΡΠ·ΡΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ΅ΠΊΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ. Π ΠΎΡΠ½ΠΎΠ²Π΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π°Π·Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π»Π΅ΠΆΠΈΡ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½Π°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ°, ΠΊΠΎΡΠΎΡΠ°Ρ ΡΡΡΠΎΠΈΡΡΡ Π½Π° ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°Ρ
ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ ΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°Ρ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ. ΠΡ ΡΡΠΎΡΠ½ΠΈΠ»ΠΈ, ΡΡΠΎ ΠΈΠ½ΠΎΡΠ·ΡΡΠ½Π°Ρ ΠΏΡΠΎΠ΅ΠΊΡΠ½Π°Ρ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΡΠΎΠ²ΠΎΠΊΡΠΏΠ½ΠΎΡΡΡ Π·Π½Π°Π½ΠΈΠΉ, ΡΠΌΠ΅Π½ΠΈΠΉ ΠΈ Π½Π°Π²ΡΠΊΠΎΠ² ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°, ΠΎΠΏΡΡΠ° ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΠΈ ΠΏΡΠ΅Π·Π΅Π½ΡΠ°ΡΠΈΠΈ ΠΊΠΎΠ½Π΅ΡΠ½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ² Π½Π° ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌ ΡΠ·ΡΠΊΠ΅, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΡ
ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΉ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ IT-ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ°. Π‘ΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΈΠ½ΠΎΡΠ·ΡΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ΅ΠΊΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ Π² ΡΠ΅Π±Ρ Π»ΠΈΠ½Π³Π²ΠΎ-ΡΡΡΡΠΊΡΡΡΠ½ΡΠΉ, ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠΉ ΠΈ ΠΏΡΠ΅Π·Π΅Π½ΡΠ°ΡΠΈΠΎΠ½Π½ΡΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΡΠΎΠ·Π΄Π°Π½ΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ ΠΊΠΎΠ½Π΅ΡΠ½ΡΡ
ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΌΠΎΠ³ΡΡ ΠΈΠΌΠ΅ΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Π΄Π»Ρ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅Π³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΠΎΡΠ·ΡΡΠ½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ², Π° ΡΠ°ΠΊΠΆΠ΅ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ ΠΊΠ°ΠΊ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΏΡΠΎΠ΅ΠΊΡΡ Π΄Π»Ρ IT-ΡΡΠ΅ΡΡ
Inverse Effect of Globalization
This paper looks at the political implications of globalization. The conclusion is made about paradoxical, inverse effect of globalization. The constructively directed process acquires the Β«opposite chargeΒ» sign by strengthening the sense of patriotism and ethnic identity. Instead of creation, involuntary destruction occurs.Π ΡΠ°Π±ΠΎΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΏΠΎΡΠ»Π΅Π΄ΡΡΠ²ΠΈΡ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π² ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠ»ΠΎΡΠΊΠΎΡΡΠΈ. Π‘Π΄Π΅Π»Π°Π½ Π²ΡΠ²ΠΎΠ΄ ΠΎ ΠΏΠ°ΡΠ°Π΄ΠΎΠΊΡΠ°Π»ΡΠ½ΠΎΠΌ, ΠΎΠ±ΡΠ°ΡΠ½ΠΎΠΌ ΡΡΡΠ΅ΠΊΡΠ΅ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ. ΠΠΎΠ½ΡΡΡΡΠΊΡΠΈΠ²Π½ΠΎ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ°Π΅Ρ, Π±Π»Π°Π³ΠΎΠ΄Π°ΡΡ ΡΡΠΈΠ»Π΅Π½ΠΈΡ ΡΡΠ²ΡΡΠ²Π° ΠΏΠ°ΡΡΠΈΠΎΡΠΈΠ·ΠΌΠ° ΠΈ ΡΡΠ½ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ½ΠΎΡΡΠΈ, Β«ΠΏΡΠΎΡΠΈΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½ΡΠΉ Π·Π°ΡΡΠ΄ΡΒ» Π·Π½Π°ΠΊ. ΠΠΌΠ΅ΡΡΠΎ ΡΠΎΠ·ΠΈΠ΄Π°Π½ΠΈΡ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ Π½Π΅ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ»ΡΠ½ΠΎΠ΅ ΡΠ°Π·ΡΡΡΠ΅Π½ΠΈΠ΅
The system of multimedia technologies implementation in high school
Recent research highlights the effective use of multimedia as an auxiliary strategy; it helps to easily deliver educational material to students and plays a positive role in strengthening the overall trend towards computer use in education. It is impossible to overestimate the importance of multimedia technologies in education. Multimedia technologies help simplify abstract content, allow you to differ from individual people, and allow you to coordinate diverse views from different points of view. Of course, multimedia technologies improve teaching and learning process, but this technology has a number of drawbacks that make it difficult to implement it into the higher school program. The authors of the study developed the system of MMT implementation is the educational process in high school. The system was developed according to the content of MM phenomenon based on advantages as well as eliminated disadvantages of new technologies in learning process. The definite level of financing and technical support, provided according to the State Program on Digital Economy of the Russian Federation, allows high school to organize the learning process via MMT providing a big volume of different opportunities for specific purposes. Follow the developed system allows educating digital personnel ready to work for digital economy of the region
Evaluation of the feasibility of joint processing on a zeolite catalyst of a vegetable oil and straight-run diesel fuel blend
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