400 research outputs found
Diagnostic Value Parameters Of Acute Phase Reactances Of Infectious-inflammatory Process In Diagnostics Of Early Neonatal Sepsis
An advanced progress of clinical neonatology in recent years has enabled to achieve considerable success in newborn management with due respect to both medical treatment and general care, especially in the group of neonates with low body weight at birth. At the same time, neonatal sepsis in the early period still predetermine sickness and mortality of newborns.Material and methods. Clinical-paraclinical indices with detection of diagnostic value of C-reactive protein and interleukins-6 and 8 were evaluated in 100 neonates with available susceptibility factors to early neonatal infection from mother\u27s side and clinical signs of organ dysfunction in neonates with precautions of generalized infectious-inflammatory process at the end of their first day of life.Results. The data obtained substantiate that low concentrations of IL-6 and IL-8 prevail, and therefore the mentioned mediators hardly can be used to verify early neonatal infection. In the majority of children C-reactive protein elevated the concentration of 10.0 mg/L which is traditionally considered to be a discriminant as to the verification of an infectious process in newborns.Conclusions. None of the clinical signs associated with infectious-inflammatory process in newborns in the first two days of their life enabled to verify reliably availability of systemic bacterial infection
Information-statistical approach to inverse optical problem solution for 3D disperse systems with nano- and micro particles
Multiparameter analysis of simultaneous optical data for 3D disperse systems (consisted from nano- and/or microparticles of different nature) by information-statistical methods can help to estimate the share of different types of particles in mixtures. At the solution of inverse optical problem for unknown poly-component 3D DS, the comparison of measured parameters with the known ones from the set of mono-component 3D DS can help to identify the component content of the system under study. The approach was tested on the biomineral water mixtures of kaolin clay and bacterium coli bacillus with the help of the program based on the information-statistical theory. To solve the impurity optical recognition tasks, the Base of optical data for 3D DS is needed.Multiparameter analysis of simultaneous optical data for 3D disperse systems (consisted from nano- and/or microparticles of different nature) by information-statistical methods can help to estimate the share of different types of particles in mixtures. At the solution of inverse optical problem for unknown poly-component 3D DS, the comparison of measured parameters with the known ones from the set of mono-component 3D DS can help to identify the component content of the system under study. The approach was tested on the biomineral water mixtures of kaolin clay and bacterium coli bacillus with the help of the program based on the information-statistical theory. To solve the impurity optical recognition tasks, the Base of optical data for 3D DS is needed
Youth subcultural communities in the context of youth politics of the northern city
The current article concerns the phenomenon of youth subcultural communities in the northern city. The author deals with the problem of the peculiarities of the northern city. Moreover in the present article the author analyzes functions and factors of the northern city; describes the main factors that influence the nature and mechanisms of implementation of youth politics in the northern city in the context of interaction with members of youth subcultural communities.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΡΠ΅Π½ΠΎΠΌΠ΅Π½ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΡΡ
ΡΡΠ±ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΎΠ±ΡΠ½ΠΎΡΡΠ΅ΠΉ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠ΅Π²Π΅ΡΠ½ΠΎΠ³ΠΎ Π³ΠΎΡΠΎΠ΄Π°. ΠΠ°Π½Π° Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΏΠΎΠ½ΡΡΠΈΡ Β«ΡΠ΅Π²Π΅ΡΠ½ΡΠΉ Π³ΠΎΡΠΎΠ΄Β»; ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ Π΅Π³ΠΎ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΠΈ ΡΡΠ½ΠΊΡΠΈΠΈ; ΠΎΠΏΠΈΡΠ°Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ°ΠΊΡΠΎΡΡ, Π²Π»ΠΈΡΡΡΠΈΠ΅ Π½Π° ΡΡΡΠ½ΠΎΡΡΡ ΠΈ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΠΎΠΉ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠΈ Π½Π° ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠΈ ΡΠ΅Π²Π΅ΡΠ½ΠΎΠ³ΠΎ Π³ΠΎΡΠΎΠ΄Π° Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠΌΠΈ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΡΡ
ΡΡΠ±ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΎΠ±ΡΠ½ΠΎΡΡΠ΅ΠΉ
Social portrait of the master vocational training through the prism of expert opinions
In article the problems connected with reproduction and functioning of training officers as professional group are considered. On the basis of these sociological researches social and pedagogical functions of the training officer in the educational organization are analyzed.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ Ρ Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²ΠΎΠΌ ΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΌΠ°ΡΡΠ΅ΡΠΎΠ² ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΊΠ°ΠΊ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π³ΡΡΠΏΠΏΡ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅ Π΄Π°Π½Π½ΡΡ
ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ½ΠΊΡΠΈΠΈ ΠΌΠ°ΡΡΠ΅ΡΠ° ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ.Π‘ΡΠ°ΡΡΡ Π²ΡΠΏΠΎΠ»Π½Π΅Π½Π° Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π·Π°Π΄Π°Π½ΠΈΡ ΠΠΈΠ½ΠΈΡΡΠ΅ΡΡΡΠ²Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π½Π°ΡΠΊΠΈ Π Π€ Β«Π Π°Π·ΡΠ°Π±ΠΎΡΠΊΠ° ΠΈ Π°ΠΏΡΠΎΠ±Π°ΡΠΈΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΈ Π°Π½Π°Π»ΠΈΠ· ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΡΡΠ΅ΡΠ° ΠΈ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΡ
ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΉ ΠΌΠ°ΡΡΠ΅ΡΠ° ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄-ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡΒ» (10.9046.2014
Π Π΅ΡΠ΅ΠΏΡΡΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΡΡΠ΅ΡΠΈ Π±Π»Π°Π³Π° Π² Π΄ΠΈΡΠΊΡΡΡΠ°Ρ ΡΠ° ΡΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΡΡΡ ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΡΠ·ΠΌΡ
As the content (concepts substances) and the expression (language and speech) represent a dichotomy linked in its continuity, in postmodernism the priority is taken by the linguistic construction of everyday life. Hence it follows that the place occupied by the theme of the concept is remarkable in the postmodern theory. The complicated character of the conceptual analysis is denoted by the relation of the na-tionβs characteristic features to the general human ideals: words of different languages even denoting concrete objects do not appear to be perfect synonyms. In the postmodern world picture it is interpretation that has become modus operandi by means of which individuals interpret concepts putting them in the definite frame. Still it is important that fundamental concepts form the foundation of that frame. On the other hand, where complexity, change and uncertainty create ever expanding alterna-tives, there is little place left for the conceptual meanings. The transformations are penetrating into fundamental values at different levels, individualsβ level included. Now the transcendental content of Β«the goodΒ» is often connected with individualsβ monetary welfare. According to postmodern ideas, the latter accounts for the fact that we must concentrate on the development of the inner virtues of people β not only men but women too, especially if we take into account the ethics of Β«careΒ», elaborated by the feminist scientistsβ. Though the position of the objective thinking is denied in postmodernity, the target of the fundamental concepts (Β«the goodΒ» included) is still to be indicators of the main human meanings and values. The analysis of the lexemes and the concepts of Russian Β«Π±Π»Π°Π³ΠΎΒ» and English Β«the goodΒ» proves that there exist certain differences, both horizontal and vertical ones. There are ambivalences in the meaning of the corresponding concepts that make it possible for a postmodern indi-vidual to challenge the fundamental moral values by means of the emphasis on other moral meanings inherent in other people β both men and women. Postmodern anti-fundamentalism means that there are no Β«ultimateΒ» philosophic concepts, all is relative and is subjected to interpretation with the key factors of individualsβ language, culture, history, gender, religion, etc.Π’ΠΎ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠ½ΠΎΠ΅ ΠΌΠ΅ΡΡΠΎ, ΠΊΠΎΡΠΎΡΠΎΠ΅ Π·Π°Π½ΠΈΠΌΠ°Π΅Ρ ΡΠ΅ΠΌΠ° ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ° Π² ΡΠ΅ΠΎΡΠΈΡΡ
ΡΡΠ΅Π½ΡΡ
-ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΡΡΠΎΠ², ΠΎΠ±ΡΡΡΠ½ΡΠ΅ΡΡΡ ΠΏΡΠ΅ΠΆΠ΄Π΅ Π²ΡΠ΅Π³ΠΎ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΏΠΎΠ²ΡΠ΅Π΄Π½Π΅Π²Π½ΠΎΠΉ ΠΆΠΈΠ·Π½ΠΈ, ΠΏΡΠΈΡΡΡΠΈΠΌ ΡΠΏΠΈΡΡΠ΅ΠΌΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·ΠΌΠ°. ΠΠ΄Π½Π°ΠΊΠΎ, ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ Π² ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·ΠΌΠ΅ Π»ΠΎΠ³ΠΎΡΠ΅Π½ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π΄ΠΈΡΠΈΠΈ ΠΏΡΠΎΡΠΈΠ²ΠΎΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π° Π΄Π΅ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΈΠ²ΠΈΡΡΡΠΊΠ°Ρ ΠΌΠΎΠ΄Π΅Π»Ρ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ, Π²ΠΎΠ·Π½ΠΈΠΊΠ°Π΅Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°: Π²Π΅ΡΠ½ΠΎ Π»ΠΈ ΠΏΠΎΠ½ΡΡ ΡΠ°ΠΌ Π·Π½Π°ΠΊ. Π Π΄Π°Π½Π½ΠΎΠΌ ΠΊΠ»ΡΡΠ΅ Π²Π°ΠΆΠ½ΠΎ, ΡΡΠΎΠ±Ρ Β«ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΎΡΒ» ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΠ² ΠΏΠΎΠΌΠ΅ΡΡΠΈΠ» ΠΈΡ
Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΠΉ Β«ΠΊΠ°ΡΠΊΠ°ΡΒ», Π² ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΈ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ Π»Π΅ΠΆΠΈΡ ΡΠ°ΠΊΠΎΠΉ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡ, ΠΊΠ°ΠΊ Β«Π±Π»Π°Π³ΠΎΒ». Π‘ Π΄ΡΡΠ³ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, Π² Π½Π°ΡΡΠΎΡΡΠ΅Π΅ Π²ΡΠ΅ΠΌΡ Π²ΡΠ΅ Π²ΠΎΠ·ΡΠ°ΡΡΠ°ΡΡΠ°Ρ ΠΏΠ»ΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ² ΠΎΡΡΠ°Π²Π»ΡΠ΅Ρ ΠΌΠ°Π»ΠΎ ΠΌΠ΅ΡΡΠ° Π΄Π»Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΡ
Π·Π½Π°ΡΠ΅Π½ΠΈΠΉ: ΡΡΠ°Π½ΡΡΠ΅Π½Π΄Π΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ Π±Π»Π°Π³Π° Π²ΡΠ΅ ΡΠ°ΡΠ΅ ΡΠ²Ρ-Π·ΡΠ²Π°Π΅ΡΡΡ ΡΠ΅Π³ΠΎΠ΄Π½Ρ Ρ Π½Π°Π»ΠΈΡΠ½ΡΠΌ Π±Π»Π°Π³ΠΎΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ΠΌ Π»ΡΠ΄Π΅ΠΉ. Π‘Π»Π΅Π΄ΡΠ΅Ρ ΠΎΡΠΌΠ΅ΡΠΈΡΡ, ΡΡΠΎ Π² ΡΡΡΠ»Π΅ ΡΡΠΈΠ»ΠΈΡΠ°ΡΠΈΡΡΡΠΊΠΈΡ
ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΉ Π² Β«ΠΏΠΎΡΡΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΡΡΠΈΒ» ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΡΡ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈ Π΄ΡΡΠ³ΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΠ², Π½Π°ΠΏΡΠΈΠΌΠ΅Ρ ΡΡΠ°ΡΡΡΡ. ΠΠ°Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΠ² ΡΠ΅Π³ΠΎΠ΄Π½Ρ, ΠΊΠ°ΠΊ ΠΈ ΡΡΡΡΡΠ΅Π»Π΅ΡΠΈΡ ΡΠΎΠΌΡ Π½Π°Π·Π°Π΄, β Π±ΡΡΡ ΠΈΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡΠΎΠΌ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΈΡ
ΡΠΌΡΡΠ»ΠΎΠ² ΠΈ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ, ΠΎΠ΄Π½Π°ΠΊΠΎ Π°ΠΌΠ±ΠΈΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡΡΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ° Β«virtueΒ» (Π°Π½Π³.), Π½Π°ΠΏΡΡΠΌΡΡ ΡΠ²ΡΠ·Π°Π½Π½ΠΎΠ³ΠΎ Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΠΌ Β«the goodΒ» (Π°Π½Π³.), ΠΎΡΠ½ΠΎΠ²Π°Π½Π° Π½Π° ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΌ ΡΠ°Π·Π΄Π΅Π»Π΅Π½ΠΈΠΈ ΠΌΠ΅ΠΆΠ΄Ρ ΠΌΠΎΡΠ°Π»ΡΠ½ΡΠΌ ΡΠΌΡΡΠ»ΠΎΠΌ ΠΈ Π°ΠΊΡΠ΅Π½ΡΠΎΠΌ Π½Π° ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΡΡ
, ΡΡΠΎ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ Π±ΡΠΎΡΠΈΡΡ Π²ΡΠ·ΠΎΠ² Π΄ΠΎΠΌΠΈΠ½ΠΈΡΡΡΡΠΈΠΌ ΠΌΠΎΡΠ°Π»ΡΠ½ΡΠΌ ΡΠ΅Π½Π½ΠΎΡΡΡΠΌ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΡΠΌΡΠ°Π·Ρ Π½Π° Π΄ΡΡΠ³ΠΈΡ
ΡΠ΅Π½Π½ΠΎΡΡΡΡ
, ΡΠ°ΠΊΠΆΠ΅ ΠΏΡΠΈΡΡΡΠΈΡ
Π²Π½ΡΡΡΠ΅Π½Π½Π΅ΠΌΡ ΠΌΠΈΡΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π°. Π Π΅Π»ΡΡΠΈΠ²ΠΈΠ·ΠΌ ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·ΠΌΠ° ΠΎΠ·Π½Π°ΡΠ°Π΅Ρ, ΡΡΠΎ Π½Π΅Ρ ΡΠΈΠ»ΠΎΡΠΎΡΡΠΊΠΈΡ
ΠΎΡΠ½ΠΎΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ, Π΅ΡΡΡ Π»ΠΈΡΡ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΡ Π² ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΠΎΠΌ ΠΏΠΎΠ»Π΅ ΠΊΠΎΠ½ΠΊΡΡΠΈΡΡΡΡΠΈΡ
Π΄ΠΈΡΠΊΡΡΡΠΎΠ², ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠΎΠ² ΠΈ Π½Π°ΡΡΠ°ΡΠΈΠ²ΠΎΠ².Π’Π΅ ΠΏΡΡΠΎΡΠΈΡΠ΅ΡΠ½Π΅ ΠΌΡΡΡΠ΅, ΡΠΊΠ΅ Π·Π°ΠΉΠΌΠ°Ρ ΡΠ΅ΠΌΠ° ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡ Π² ΡΠ΅ΠΎΡΡΡΡ
ΡΡΠ΅Π½ΠΈΡ
-ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΡΡΡΡΠ², ΠΏΠΎΡΡΠ½ΡΡΡΡΡΡ ΠΏΠ΅ΡΠ΅Π΄ΡΡΡΠΌ Π»ΡΠ½Π³Π²ΡΡΡΠΈΡΠ½ΠΈΠΌ ΠΊΠΎΠ½ΡΡΡΡΡΠ²Π°Π½Π½ΡΠΌ ΠΏΠΎΠ²ΡΡΠΊΠ΄Π΅Π½Π½ΠΎΠ³ΠΎ ΠΆΠΈΡΡΡ, Π²Π»Π°ΡΡΠΈΠ²ΠΈΠΌ Π΅ΠΏΡΡΡΠ΅ΠΌΠΎΠ»ΠΎΠ³ΡΡ ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΡΠ·ΠΌΡ. ΠΡΠΎΡΠ΅, ΠΎΡΠΊΡΠ»ΡΠΊΠΈ Π² ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΡΠ·ΠΌΡ Π»ΠΎΠ³ΠΎΡΠ΅Π½ΡΡΠΈΡΠ½ΡΠΉ ΡΡΠ°Π΄ΠΈΡΡΡ ΠΏΡΠΎΡΠΈΡΡΠ°Π²Π»Π΅Π½Π° Π΄Π΅ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΈΠ²ΡΡΡΡΡΠΊΠ° ΠΌΠΎΠ΄Π΅Π»Ρ ΡΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΡΡ, Π²ΠΈΠ½ΠΈΠΊΠ°Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°: ΡΠΈ ΠΏΡΠ°Π²ΠΈΠ»ΡΠ½ΠΎ ΡΠΎΠ·ΡΠΌΡΡΡΡ ΡΠ°ΠΌ Π·Π½Π°ΠΊ. Π£ ΡΡΠΎΠΌΡ ΠΊΠ»ΡΡΡ Π²Π°ΠΆΠ»ΠΈΠ²ΠΎ, ΡΠΎΠ± Β«ΡΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΎΡΒ» ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ² ΠΏΠΎΠΌΡΡΡΠΈΠ² ΡΡ
Ρ ΠΏΠ΅Π²Π½ΠΈΠΉ Β«ΠΊΠ°ΡΠΊΠ°ΡΒ», Π² ΠΎΡΠ½ΠΎΠ²Ρ ΡΠΊΠΎΠ³ΠΎ Π»Π΅ΠΆΠΈΡΡ ΡΠ°ΠΊΠΈΠΉ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΈΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡ, ΡΠΊ Β«Π±Π»Π°Π³ΠΎΒ». Π ΡΠ½ΡΠΎΠ³ΠΎ Π±ΠΎΠΊΡ, ΠΏΠ»ΡΡΠ°Π»ΡΠ·Π°ΡΡΡ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ², ΡΠΊΠ° Π½ΠΈΠ½Ρ Π΄Π΅Π΄Π°Π»Ρ Π±ΡΠ»ΡΡΠ΅ Π·ΡΠΎΡΡΠ°Ρ, Π·Π°Π»ΠΈΡΠ°Ρ ΠΌΠ°Π»ΠΎ ΠΌΡΡΡΡ Π΄Π»Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΠΈΡ
Π·Π½Π°ΡΠ΅Π½Ρ: ΡΡΠ°Π½ΡΡΠ΅Π½Π΄Π΅Π½ΡΠ°Π»ΡΠ½ΠΈΠΉ Π·ΠΌΡΡΡ Π±Π»Π°Π³Π° Π²ΡΠ΅ ΡΠ°ΡΡΡΡΠ΅ ΠΏΠΎΠ²βΡΠ·ΡΡΡΡΡΡ ΡΡΠΎΠ³ΠΎΠ΄Π½Ρ Π· Π½Π°ΡΠ²Π½ΠΈΠΌ Π΄ΠΎΠ±ΡΠΎΠ±ΡΡΠΎΠΌ Π»ΡΠ΄Π΅ΠΉ. Π‘Π»ΡΠ΄ Π·Π°Π·Π½Π°ΡΠΈΡΠΈ, ΡΠΎ Π² ΡΡΡΠ»Ρ ΡΡΠΈΠ»ΡΡΠ°ΡΠΈΡΡΡΡΠΊΠΈΡ
ΡΡΠ²Π»Π΅Π½Ρ Π²ΡΠ΄Π±ΡΠ²Π°ΡΡΡΡΡ Π² Β«ΠΏΠΎΡΡΡΡΡΠ°ΡΠ½ΠΎΡΡΡΒ» ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΡΡ Ρ ΡΠ½ΡΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ², Π½Π°ΠΏΡΠΈΠΊΠ»Π°Π΄ ΡΠ°ΡΡΡ. ΠΡΠΈΠ·Π½Π°ΡΠ΅Π½Π½Ρ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ² ΡΡΠΎΠ³ΠΎΠ΄Π½Ρ, ΡΠΊ Ρ ΡΠΈΡΡΡΠΎΠ»ΡΡΡΡ ΡΠΎΠΌΡ, β Π±ΡΡΠΈ ΡΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡΠΎΠΌ ΠΎΡΠ½ΠΎΠ²Π½ΠΈΡ
Π»ΡΠ΄ΡΡΠΊΠΈΡ
ΡΠ΅Π½ΡΡΠ² ΡΠ° ΡΡΠ½Π½ΠΎΡΡΠ΅ΠΉ, ΠΏΡΠΎΡΠ΅ Π°ΠΌΠ±ΡΠ²Π°Π»Π΅Π½ΡΠ½ΡΡΡΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡ Β«virtueΒ» (Π°Π½Π³.), Π±Π΅Π·ΠΏΠΎΡΠ΅ΡΠ΅Π΄Π½ΡΠΎ ΠΏΠΎΠ²'ΡΠ·Π°Π½ΠΎΠ³ΠΎ Π· ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΠΌ Β«the goodΒ» (Π°Π½Π³.), Π±Π°Π·ΡΡΡΡΡΡ Π½Π° ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΌΡ ΡΠΎΠ·Π΄ΡΠ»Π΅Π½Π½Ρ ΠΌΡΠΆ ΠΌΠΎΡΠ°Π»ΡΠ½ΠΈΠΌ ΡΠ΅Π½ΡΠΎΠΌ Ρ Π°ΠΊΡΠ΅Π½ΡΠΎΠΌ Π½Π° Π²ΡΠ΄ΠΏΠΎΠ²ΡΠ΄Π½ΠΈΡ
Π΄ΡΡΡ
, ΡΠΎ ΠΏΡΠΈΠΏΡΡΠΊΠ°Ρ ΠΌΠΎΠΆΠ»ΠΈΠ²ΡΡΡΡ ΠΊΠΈΠ½ΡΡΠΈ Π²ΠΈΠΊΠ»ΠΈΠΊ Π΄ΠΎΠΌΡΠ½ΡΡΡΠΈΠΌ ΠΌΠΎΡΠ°Π»ΡΠ½ΠΈΠΌ ΡΡΠ½Π½ΠΎΡΡΡΠΌ ΡΠ΅ΡΠ΅Π· Π΅ΠΌΡΠ°Π·ΠΈ Π½Π° ΡΠ½ΡΠΈΡ
ΡΡΠ½Π½ΠΎΡΡΡΡ
, ΡΠΊΡ ΡΠ°ΠΊΠΎΠΆ Π²Π»Π°ΡΡΠΈΠ²Ρ Π²Π½ΡΡΡΡΡΠ½ΡΠΎΠΌΡ ΡΠ²ΡΡΡ ΡΠ½Π΄ΠΈΠ²ΡΠ΄Π°. Π Π΅Π»ΡΡΠΈΠ²ΡΠ·ΠΌ ΠΏΠΎΡΡΠΌΠΎΠ΄Π΅ΡΠ½ΡΠ·ΠΌΡ ΠΎΠ·Π½Π°ΡΠ°Ρ, ΡΠΎ Π½Π΅ΠΌΠ°Ρ ΡΡΠ»ΠΎΡΠΎΡΡΡΠΊΠΈΡ
ΠΎΡΠ½ΠΎΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ, Ρ Π»ΠΈΡΠ΅ ΡΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΡΡ Π² ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΠΎΠΌΡ ΠΏΠΎΠ»Ρ ΠΊΠΎΠ½ΠΊΡΡΡΡΡΠΈΡ
Π΄ΠΈΡΠΊΡΡΡΡΠ², ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΡΠ² Ρ Π½Π°ΡΠ°ΡΠΈΠ²ΡΠ²
βPoint of Viewβ in Literary Criticism, History and History of Philosophy: Perspective of Dialogue
The problem of the point of view is considered, taking into account the vector of continuity from literary studies through history to the history of philosophy. The traditional approachesΒ of the Anglo-American (G. James, P. Lubbock) and French (G. Genette) literary traditions areΒ analyzed. The main terminology and methodological strategies that can be used in historicalΒ and historical-philosophical science are highlighted. It is demonstrated that within the framework of history, the terminology of focalization contributes to the accentuation of the figureΒ of the researcher, who sets the conditions for the perception of historical material. Based on aΒ critical analysis of the models of focalization proposed by A. Munslow in history, the main directions of rethinking the problem ofΒ focalization in historical and historical-philosophical practiceΒ are determined. The specificity of posing the problem of point of view and focalization in theΒ history of philosophy is characterized. It is emphasized that turning to it allows us to pose theΒ problem of the relationship between history and modernity, history and philosophy. Such problematization of historical and philosophical practice is much more successful than traditionalΒ terminology, contributing to the comprehension of modern development trends. The studyΒ of the problem of point of view demonstrates the commonality of the methodological problemsΒ of the humanities (literary criticism, history, history of philosophy) and the need for a generalΒ humanitarian dialogue
ΠΠΠΠ¦ΠΠΠ’Π£ΠΠΠ¬ΠΠΠ ΠΠΠΠ―ΠΠΠ Π€ΠΠΠΠΠΠΠΠΠΠΠΠ§ΠΠ‘ΠΠΠ Π ΠΠΠΠΠ‘Π’ΠΠΠ¦ΠΠΠΠ¬ΠΠΠ Π€ΠΠΠΠ‘ΠΠ€ΠΠ ΠΠ ΠΠ ΠΠΠΠΠΠΠΠ ΠΠ ΠΠ‘Π’Π ΠΠΠ‘Π’ΠΠ ΠΠΠ£Π Π Π§ΠΠΠΠΠΠΠ
The paper discusses the conceptualization problem in the applied existential-phenomenological tradition (in psychiatry, psychology and psychotherapy). Based on the analysis of the conceptual structure of the theories of V. Frankl, A. LΓ€ngle, R. May, E. Yalom, and others, questions of the acceptability of philosophical concepts and the degree of conceptualization of the existential human dimension are considered. The substitutional nature of conceptualization in the tradition under consideration is emphasized, it is shown in the study of ontological, methodological, anthropological, communicative concepts.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π² ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΠΎΠΉ ΡΠΊΠ·ΠΈΡΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠ΅Π½ΠΎΠΌΠ΅Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π΄ΠΈΡΠΈΠΈ (Π² ΠΏΡΠΈΡ
ΠΈΠ°ΡΡΠΈΠΈ, ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈ ΠΏΡΠΈΡ
ΠΎΡΠ΅ΡΠ°ΠΏΠΈΠΈ). ΠΠ° ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΈ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΠΎΠ½ΡΡΠΈΠΉΠ½ΠΎΠ³ΠΎ ΡΡΡΠΎΡ ΡΠ΅ΠΎΡΠΈΠΉ Π. Π€ΡΠ°Π½ΠΊΠ»Π°, Π. ΠΡΠ½Π³Π»Π΅, Π . ΠΡΡ, Π. Π―Π»ΠΎΠΌΠ°, ΠΈ Π΄Ρ. ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π²ΠΎΠΏΡΠΎΡΡ ΠΏΡΠΈΠ΅ΠΌΠ»Π΅ΠΌΠΎΡΡΠΈ ΡΠΈΠ»ΠΎΡΠΎΡΡΠΊΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΠ² ΠΈ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΊΠ·ΠΈΡΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ·ΠΌΠ΅ΡΠ΅Π½ΠΈΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°. ΠΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°Π΅ΡΡΡ Π·Π°ΠΌΠ΅ΡΡΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π² ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΠΎΠΉ ΡΡΠ°Π΄ΠΈΡΠΈΠΈ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΠ½ΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
, ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
, Π°Π½ΡΡΠΎΠΏΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
, ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
ΠΏΠΎΠ½ΡΡΠΈΠΉ
Philosophy of Education and History of Philosophy: Transformation of the Dialogue between Educators and Philosophers in the 21st Century
The paper examines the problem of transformation of the dialogue between educators and philosophers (within the framework of the scientific dialogue between the philosophy of education and the history of philosophy) in the 21st century. The work implements a perspectivist approach, exploring the interdisciplinary field of philosophy of education and history of philosophy from the position of an actor of science in measuring the dialogue between educators and philosophers. Monographs and scientific papers of 1990β2021 serve as a source material for the study. In the course of the study, the authorβs approach to the study of the current state and discussions of the philosophy of education in the perspective of the dialogue between teachers and historians of philosophy has been substantiated. The article generalizes the features of the transformation of the field of philosophy of education in 1990β2021, identifies the periods of change in the dialogue between the philosophy of education and the history of philosophy, highlights the general directions of modern discussions. It is demonstrated that in modern research the dialogue between educators and historians of philosophy occurs at all levels of philosophy of education: the level of methodology; practical developments of thinkers of the past; cultural, social, value context. At the same time, the role of the historian of philosophy is to deepen criticism and interpretation of the pedagogical discourse of the past in response to a specific request from specialist educators, in clarifying certain aspects of philosophy and contextualizing them within the framework of the situation of education. The article shows the importance of studying the historical and philosophical layer of modern problems, indicates the continuing relevance of the study of the philosophy of the past and the work of the historian of philosophy for specialists in various branches of the humanities
ΠΡΠ΅Π½ΠΊΠ° ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ Π² ΡΡΠ°Π»ΡΡΠΊΠΎΠΌ ΡΠ΅Π³ΠΈΠΎΠ½Π΅ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΌΠ°Π»ΡΡ ΠΈ ΡΡΠ΅Π΄Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ
Enhancing economic security of regions is crucial for the development of the whole country, which is what makes research in this sphere particularly important. This study aims to analyze and compare the economic security data on the regions constituting the Ural Federal District (Russia). In contrast with current studies in the field, we are conducting detailed analysis of the factors that affect the development of small and medium-sized enterprises (SMEs) and business climate in the regions. The conceptual framework of this research relies on entrepreneurship theories and theoretical approaches to analysis and evaluation of regional economic security. We develop methodology based on sets of quantitative and qualitative indicators and apply analytical, comparative and statistical methods as well as the method of expert evaluation. The data are provided by the regional statistic services and business support foundations. We also analyze regional support programs for small and medium-sized businesses. We found that all regions of the Ural Federal District are characterized by the medium (acceptable) level of economic security and moderate risk. In the economic security ranking, Tyumen region is at the top while the second place is occupied by Sverdlovsk region; Chelyabinsk and Kurgan regions are at the bottom.Π£ΠΊΡΠ΅ΠΏΠ»Π΅Π½ΠΈΠ΅ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ² ΠΈΠΌΠ΅Π΅Ρ Π²Π°ΠΆΠ½ΠΎΠ΅ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ Π΄Π»Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΠ΅ΠΉ ΡΡΡΠ°Π½Ρ, ΡΡΠΎ Π΄Π΅Π»Π°Π΅Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΠΎΠΉ ΡΡΠ΅ΡΠ΅ ΠΊΡΠ°ΠΉΠ½Π΅ Π²Π°ΠΆΠ½ΡΠΌΠΈ. ΠΠ°Π½Π½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΎ Π½Π° Π°Π½Π°Π»ΠΈΠ· ΠΈ ΡΡΠ°Π²Π½Π΅Π½ΠΈΠ΅ Π΄Π°Π½Π½ΡΡ
ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ Π² ΡΠ΅Π³ΠΈΠΎΠ½Π°Ρ
, Π²Ρ
ΠΎΠ΄ΡΡΠΈΡ
Π² Π£ΡΠ°Π»ΡΡΠΊΠΈΠΉ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΡΠΉ ΠΎΠΊΡΡΠ³ (Π ΠΎΡΡΠΈΡ). Π ΠΎΡΠ»ΠΈΡΠΈΠ΅ ΠΎΡ ΡΠ΅ΠΊΡΡΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π² Π΄Π°Π½Π½ΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ, ΠΌΡ ΠΏΡΠΎΠ²Π΅Π»ΠΈ Π΄Π΅ΡΠ°Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΠ°ΠΊΡΠΎΡΠΎΠ², Π²Π»ΠΈΡΡΡΠΈΡ
Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΌΠ°Π»ΡΡ
ΠΈ ΡΡΠ΅Π΄Π½ΠΈΡ
ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ (ΠΠ‘Π) ΠΈ Π΄Π΅Π»ΠΎΠ²ΠΎΠ³ΠΎ ΠΊΠ»ΠΈΠΌΠ°ΡΠ° Π² ΡΠ΅Π³ΠΈΠΎΠ½Π°Ρ
. ΠΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΠ΅ ΡΠ°ΠΌΠΊΠΈ ΡΡΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠ½ΠΎΠ²Π°Π½Ρ Π½Π° ΡΠ΅ΠΎΡΠΈΡΡ
ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΡΠ²Π° ΠΈ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°Ρ
ΠΊ Π°Π½Π°Π»ΠΈΠ·Ρ ΠΈ ΠΎΡΠ΅Π½ΠΊΠ΅ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ. ΠΡ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π»ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π½Π°Π±ΠΎΡΠΎΠ² ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΈ ΠΏΡΠΈΠΌΠ΅Π½ΠΈΠ»ΠΈ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅, ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΌΠ΅ΡΠΎΠ΄ ΡΠΊΡΠΏΠ΅ΡΡΠ½ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ. ΠΠ°Π½Π½ΡΠ΅ ΠΏΡΠ΅Π΄ΠΎΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ ΡΠ»ΡΠΆΠ±Π°ΠΌΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΠΊΠΈ ΠΈ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ Π±ΠΈΠ·Π½Π΅ΡΠ°. ΠΡ ΡΠ°ΠΊΠΆΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΠΌ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠ΅ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ ΠΌΠ°Π»ΠΎΠ³ΠΎ ΠΈ ΡΡΠ΅Π΄Π½Π΅Π³ΠΎ Π±ΠΈΠ·Π½Π΅ΡΠ°. ΠΡ ΠΎΠ±Π½Π°ΡΡΠΆΠΈΠ»ΠΈ, ΡΡΠΎ Π²ΡΠ΅ ΡΠ΅Π³ΠΈΠΎΠ½Ρ Π£ΡΠ°Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠΊΡΡΠ³Π° Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΡΡ ΡΡΠ΅Π΄Π½ΠΈΠΌ (ΠΏΡΠΈΠ΅ΠΌΠ»Π΅ΠΌΡΠΌ) ΡΡΠΎΠ²Π½Π΅ΠΌ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠΌΠ΅ΡΠ΅Π½Π½ΡΠΌ ΡΠΈΡΠΊΠΎΠΌ. Π ΡΠ΅ΠΉΡΠΈΠ½Π³Π΅ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΠΈ Π’ΡΠΌΠ΅Π½ΡΠΊΠ°Ρ ΠΎΠ±Π»Π°ΡΡΡ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ Π½Π° Π²Π΅ΡΡΠΈΠ½Π΅, Π° Π²ΡΠΎΡΠΎΠ΅ ΠΌΠ΅ΡΡΠΎ Π·Π°Π½ΠΈΠΌΠ°Π΅Ρ Π‘Π²Π΅ΡΠ΄Π»ΠΎΠ²ΡΠΊΠ°Ρ ΠΎΠ±Π»Π°ΡΡΡ; Π§Π΅Π»ΡΠ±ΠΈΠ½ΡΠΊΠ°Ρ ΠΈ ΠΡΡΠ³Π°Π½ΡΠΊΠ°Ρ ΠΎΠ±Π»Π°ΡΡΠΈ Π½Π°Ρ
ΠΎΠ΄ΡΡΡΡ Π²Π½ΠΈΠ·Ρ
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