45 research outputs found
Mechanical and electrical properties of composite materials based on polyester rezins and gipsymfiber
The composite materials developed from unsaturated polyester resins and gypsumfiber filler show relatively good strength characteristics. The adding gypsumfiber does not effect negatively the properties of the unsaturated polyester resins. The materials obtained have good electrical-insulation characteristics.Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΏΠΎΠ»ΠΈΠ΅ΡΡΠ΅ΡΠ½ΡΡ
ΡΠ΅Π·ΠΈΠ½ ΠΈ Π³ΠΈΠΏΡΡΠΈΠ±Π΅Ρ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Ρ ΠΌΠ΅Ρ
Π°Π½ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈ ΡΠ»Π΅ΠΊΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ²ΠΎΠΉΡΡΠ²Π° Π² Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π³ΠΈΠΏΡΡΠΈΠ±ΡΠ°
NONLINEAR PROPERTIES OF BARIUM TITANATE CERAMICS
The materials based on barium titanate have nonlinear dependence of polarization on the intensity of the electrical field. The properties of those materials are used when different automation elements such as primary converters, phase regulators for low and high frequencies, sensors, modulators etc. are derived. Ceramics based on barium titanate (BaTiO3) alloyed with H3BO3 and Bi2O3 have been derived and researched. The influence of the temperature of sintering on the values of the dielectric permittivity on the structural properties has been determined. The influence of the quantity of the added material on the temperature dependencies and the non-linear properties of the ceramics have been analyzed. Both legation additives decrease the sintering temperature. However, the values of the dielectric permittivity decrease while the non-linear properties of the doped barium titanate (BaTiO3) improve. The coefficient of non-linearity reaches its maximum for the H3BO3 composites, synthesized at temperature of 1100 oC
NONLINEAR PROPERTIES OF BARIUM TITANATE CERAMICS
The materials based on barium titanate have nonlinear dependence of polarization on the intensity of the electrical field. The properties of those materials are used when different automation elements such as primary converters, phase regulators for low and high frequencies, sensors, modulators etc. are derived. Ceramics based on barium titanate (BaTiO3) alloyed with H3BO3 and Bi2O3 have been derived and researched. The influence of the temperature of sintering on the values of the dielectric permittivity on the structural properties has been determined. The influence of the quantity of the added material on the temperature dependencies and the non-linear properties of the ceramics have been analyzed. Both legation additives decrease the sintering temperature. However, the values of the dielectric permittivity decrease while the non-linear properties of the doped barium titanate (BaTiO3) improve. The coefficient of non-linearity reaches its maximum for the H3BO3 composites, synthesized at temperature of 1100 oC
Application network programming method β knapsack problem and itβs modification
New method of multi-extremal optimization has been developed - a network programming method, which is based on the possibility to represent a complex function as a superposition of simpler functions. The paper deals with network (dichotomous) programming method and its application for solving multi-extremal and discrete optimization problems in Project Management. The main goal of the paper is to develop a new approach to solving knapsack problem and to solve a number of optimization problems of project building management. The optimal structure of the dichotomous representation is determined. On the basis dichotomous programming method new algorithm to solve a optimization problem is propose
Value-meaningful conceptualisation of educational material in the process of foreign language teaching at the university: A hermeneutic approach
Introduction. One of the main tasks of teaching foreign languages for professional purposes is the formation of professional communicative competence of students. In this regard, it is important for university teachers to create conditions for students to master the methods and techniques of productive communication, not only from the perspective of language and culture, but also their future profession. In addition to the logical and rational aspect, it is important for pedagogical students to focus on the value and semantic significance of educational information, to deeply understand rather than to memorise information, to be emotionally βengagedβ into knowledge, filling it with personal meaning, in order to avoid formal mastering of pedagogical profession. This is possible in the context of the value and semantic conceptualisation of acquired knowledge, which is carried out in the process of interpreting and structuring the content of training by the principle of linguistic concept. Aim. The present research aims to substantiate the content, methods, techniques and forms of value meaningful conceptualisation of educational material in the process of teaching foreign languages to pedagogical students. Methodology and research methods are based on the study of the value-semantic foundations of pedagogical practice with reference to the cultural-historical concept; on the phenomenological-hermeneutical approach, aimed at the actualisation of the interpretive potential of the teaching content; on the utilisation of the methods of theoretical analysis and synthesis, deduction and induction, comparison, modelling, and methods of inclusive observation. The empirical study was conducted during one academic year (from September 2020 to June 2021) in the course βEnglish for Specific Purposes (ESP)β with 60 students of Pedagogical Education major of the University of Tyumen. To assess the results of the experimental work the following tools were used: L. Michelsonβs test, free associative experiment, the method of expert evaluation based on the level scale developed by the authors. Results. The obtained data confirmed the effectiveness of structuring learning content according to the linguistic concept image. In the course of the final test of communicative and professional skills, most students demonstrated a confident command of the basics of professional communication in English. Compared to the initial stage of the study, studentsβ professional communication in English became more productive. Studentsβ statements were distinguished by their meaningfulness, structure. They used additional material from other fields of knowledge, emotional and value coloring in the form of metaphors, idioms, statements of famous teachers, precedent texts, the ability to improvise, etc. Scientific novelty. The authors didactically proved the productivity of the hermeneutic approach in the design of teaching foreign languages on the basis of structuring teaching material by the principle of linguistic concept, which is a mediating link between the scientific concept, on the one hand, and the individual consciousness and the subjective personal experience of students, on the other hand. Practical significance. The results of this study can be used by teachers in order to achieve a balance between technological and axiological aspects of learning and cognitive activities of students for mastering their pedagogical knowledge, professional and personal experience, which will ultimately contribute to the enhancement of professional training of future educators.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠ΄Π½ΠΎΠΉ ΠΈΠ· ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
Π·Π°Π΄Π°Ρ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ² Π΄Π»Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠ΅Π»Π΅ΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ². Π ΡΡΠΎΠΉ ΡΠ²ΡΠ·ΠΈ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΠΌ Π²ΡΠ·Π° Π²Π°ΠΆΠ½ΠΎ ΡΠΎΠ·Π΄Π°ΡΡ ΡΡΠ»ΠΎΠ²ΠΈΡ Π΄Π»Ρ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΈΡ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅Π½ΠΈΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΡΠ·ΡΠΊΠ° ΠΈ ΠΊΡΠ»ΡΡΡΡΡ, Π½ΠΎ ΠΈ ΠΈΡ
Π±ΡΠ΄ΡΡΠ΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΈ. ΠΠΎ ΠΈΠ·Π±Π΅ΠΆΠ°Π½ΠΈΠ΅ ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ Π²Π°ΠΆΠ½ΠΎ, ΠΏΠΎΠΌΠΈΠΌΠΎ Π»ΠΎΠ³ΠΈΠΊΠΎ-Π³Π½ΠΎΡΠ΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°ΡΠΏΠ΅ΠΊΡΠ°, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°ΡΡΡΡ Π½Π° ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΡΡ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, Π³Π»ΡΠ±ΠΎΠΊΠΎ ΠΏΠΎΠ½ΠΈΠΌΠ°ΡΡ, Π° Π½Π΅ Π·Π°ΠΏΠΎΠΌΠΈΠ½Π°ΡΡ, ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ Β«ΠΏΡΠΎΠΆΠΈΠ²Π°ΡΡΒ» Π·Π½Π°Π½ΠΈΠ΅, Π½Π°ΠΏΠΎΠ»Π½ΡΡ Π΅Π³ΠΎ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΠΌΠΈ ΡΠΌΡΡΠ»Π°ΠΌΠΈ. ΠΡΠΎ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΡΠ²Π°ΠΈΠ²Π°Π΅ΠΌΠΎΠ³ΠΎ Π·Π½Π°Π½ΠΈΡ, ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΠ΅ΠΌΠΎΠΉ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΠΈ ΡΡΡΡΠΊΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΠΎ ΠΎΠ±ΡΠ°Π·Ρ Π»ΠΈΠ½Π³Π²ΠΎΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ°. Π¦Π΅Π»Ρ β ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ, ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ², ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΈ ΡΠΎΡΠΌ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΠ·ΡΠΊΠ°ΠΌ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ, ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ°. Π ΠΎΡΠ½ΠΎΠ²Ρ ΡΠ°Π±ΠΎΡΡ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΡΡ
ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Ρ ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΊ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠ΅Π½ΠΎΠΌΠ΅Π½ΠΎΠ»ΠΎΠ³ΠΎ-Π³Π΅ΡΠΌΠ΅Π½Π΅Π²ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΠΉ Π½Π° Π°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΈ ΡΠΈΠ½ΡΠ΅Π·Π°, Π΄Π΅Π΄ΡΠΊΡΠΈΠΈ ΠΈ ΠΈΠ½Π΄ΡΠΊΡΠΈΠΈ, ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ, ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ, Π²ΠΊΠ»ΡΡΡΠ½Π½ΠΎΠ³ΠΎ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΡ. ΠΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»ΠΎΡΡ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΎΠ΄Π½ΠΎΠ³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π³ΠΎΠ΄Π° (Ρ ΡΠ΅Π½ΡΡΠ±ΡΡ 2020 Π³ΠΎΠ΄Π° ΠΏΠΎ ΠΈΡΠ½Ρ 2021 Π³ΠΎΠ΄Π°) Π½Π° Π·Π°Π½ΡΡΠΈΡΡ
ΠΏΠΎ Β«ΠΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅ΡΠ΅ (Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ)Β» Ρ ΡΡΠ°ΡΡΠΈΠ΅ΠΌ 60 ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ Π½Π° Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΈ Β«ΠΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅Β» Π’ΡΠΌΠ΅Π½ΡΠΊΠΎΠ³ΠΎ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°. ΠΠ»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΎΠΏΡΡΠ½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ: ΡΠ΅ΡΡ Π. ΠΠΈΡ
Π΅Π»ΡΡΠΎΠ½Π°, ΡΠ²ΠΎΠ±ΠΎΠ΄Π½ΡΠΉ Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠ²Π½ΡΠΉ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ, ΠΌΠ΅ΡΠΎΠ΄ ΡΠΊΡΠΏΠ΅ΡΡΠ½ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΠΎΠΉ Π°Π²ΡΠΎΡΠ°ΠΌΠΈ ΡΡΠΎΠ²Π½Π΅Π²ΠΎΠΉ ΡΠΊΠ°Π»Ρ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π΄Π°Π½Π½ΡΠ΅ ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠ΄ΠΈΠ»ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΡΡΡΠΊΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΠΎ ΠΎΠ±ΡΠ°Π·Ρ Π»ΠΈΠ½Π³Π²ΠΎΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ°. Π Ρ
ΠΎΠ΄Π΅ ΠΈΡΠΎΠ³ΠΎΠ²ΠΎΠ³ΠΎ ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠΌΠ΅Π½ΠΈΠΉ ΠΈ Π½Π°Π²ΡΠΊΠΎΠ² Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²ΠΎ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π»ΠΈ ΡΠ²Π΅ΡΠ΅Π½Π½ΠΎΠ΅ Π²Π»Π°Π΄Π΅Π½ΠΈΠ΅ ΠΎΡΠ½ΠΎΠ²Π°ΠΌΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ Π½Π° Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅. ΠΠΎ ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ Ρ Π½Π°ΡΠ°Π»ΡΠ½ΡΠΌ ΡΡΠ°ΠΏΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½Π°Ρ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π½Π° Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅ ΡΡΠ°Π»Π° Π±ΠΎΠ»Π΅Π΅ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΠΉ. ΠΡΡΠΊΠ°Π·ΡΠ²Π°Π½ΠΈΡ ΠΎΡΠ»ΠΈΡΠ°Π»ΠΈΡΡ ΠΎΡΠΌΡΡΠ»Π΅Π½Π½ΠΎΡΡΡΡ, ΡΡΡΡΠΊΡΡΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΡΡΡΡ, ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΠ΅ΠΌ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° ΠΈΠ· Π΄ΡΡΠ³ΠΈΡ
ΠΎΠ±Π»Π°ΡΡΠ΅ΠΉ Π·Π½Π°Π½ΠΈΡ, ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎΠΉ ΠΎΠΊΡΠ°ΡΠ΅Π½Π½ΠΎΡΡΡΡ Π² Π²ΠΈΠ΄Π΅ ΠΌΠ΅ΡΠ°ΡΠΎΡ, ΠΈΠ΄ΠΈΠΎΠΌ, Π²ΡΡΠΊΠ°Π·ΡΠ²Π°Π½ΠΈΠΉ ΠΈΠ·Π²Π΅ΡΡΠ½ΡΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ², ΠΏΡΠ΅ΡΠ΅Π΄Π΅Π½ΡΠ½ΡΡ
ΡΠ΅ΠΊΡΡΠΎΠ², ΡΠΌΠ΅Π½ΠΈΠ΅ΠΌ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΡΡ ΠΈΠΌΠΏΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΡ ΠΈ Π΄Ρ. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π° ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΡΡΡ Π³Π΅ΡΠΌΠ΅Π½Π΅Π²ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΠ·ΡΠΊΠ°ΠΌ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΡΡΡΠΊΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° ΠΏΠΎ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ Π»ΠΈΠ½Π³Π²ΠΎΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ°, ΠΊΠΎΡΠΎΡΡΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠΏΠΎΡΡΠ΅Π΄ΡΡΡΠΈΠΌ Π·Π²Π΅Π½ΠΎΠΌ ΠΌΠ΅ΠΆΠ΄Ρ Π½Π°ΡΡΠ½ΡΠΌ ΠΏΠΎΠ½ΡΡΠΈΠ΅ΠΌ, Ρ ΠΎΠ΄Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, ΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠΌ ΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ΠΌ ΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎ-Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΠΌ ΠΎΠΏΡΡΠΎΠΌ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ, Ρ Π΄ΡΡΠ³ΠΎΠΉ.ΠΠ²ΡΠΎΡΡ Π²ΡΡΠ°ΠΆΠ°ΡΡ Π±Π»Π°Π³ΠΎΠ΄Π°ΡΠ½ΠΎΡΡΡ ΡΠ΅ΡΠ΅Π½Π·Π΅Π½ΡΠ°ΠΌ Π·Π° ΡΠΊΡΠΏΠ΅ΡΡΠ½ΠΎΠ΅ ΠΌΠ½Π΅Π½ΠΈΠ΅ ΠΈ ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄.The authors express their gratitude to the reviewers for their expert opinion and constructive approach
Features of the course of manifest forms of acute hepatitis C
Aim. To identify clinical, epidemiological and laboratory-instrumental features of acute hepatitis C at the present stage according to the infectious hospital data.
Methods. The study included 111 patients with acute hepatitis C aged from 18 to 79 years who were hospitalized in Republican Clinical Infectious Diseases Hospital named after A.F. Agafonov in 2011 - I quarter of 2017. Acute hepatitis C was diagnosed in accordance with the guidelines of the Ministry of Health of the Russian Federation.
Results. In the study group, females aged 21 to 40 years, non-working, predominantly living in Kazan with medical transmission of infection (34 %) prevailed. The disease was mild and moderately severe (71 %). The icteric form was observed in 94 % of patients, in 3.6 % - with a cholestatic component. When comparing laboratory parameters, markers of cytolysis and cholestasis differed significantly in patients depending on the severity (p<0.001). Changes in the gallbladder walls (an ultrasound marker of cholestasis) were revealed in 21.4 % of patients. On specific examination, the viral RNA was detected in 100 % of patients. Analysis of serological markers revealed predominance of antibodies to core and NS3 proteins, M class antibodies were detected only in half of the patients. Specific antibodies were absent (βdark diagnostic windowβ) in 3 % of patients with mild and 6 % of moderate form of the disease.
Conclusion. The feature of the course of acute viral hepatitis C was the predominance of moderate forms (71 %) with medical transmission of infection. Icteric forms of acute viral hepatitis C were diagnosed in 94 % of patients (in 3.6 % cases with the development of cholestatic component). PCR is a mandatory method of specific diagnosis of acute viral hepatitis C, and in case of a βdark diagnostic windowβ becomes the leading method