19 research outputs found
Language as a special tool for intercultural understanding
ΠΠ°Ρ ΠΌΠΈΡ ΡΠ°ΡΡΡΡ ΠΈ ΡΠ°Π·Π²ΠΈΠ²Π°Π΅ΡΡΡ, ΠΈ ΠΌΡ Π½Π΅ ΠΌΠΎΠΆΠ΅ΠΌ ΠΎΡΡΠ°Π½ΠΎΠ²ΠΈΡΡ ΡΡΠΎΡ ΠΏΡΠΎΡΠ΅ΡΡ. Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΡΡΡ Π³ΠΎΡΠΎΠ²ΠΈΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΡ Π²ΡΡ Π½ΠΎΠ²ΡΠ΅ ΠΈ Π½ΠΎΠ²ΡΠ΅ Π²ΡΠ·ΠΎΠ²Ρ ΠΈ ΠΈΡΠΏΡΡΠ°Π½ΠΈΡ. ΠΠ»Π°Π²Π½Π°Ρ Π·Π°Π΄Π°ΡΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΡΠ²Π° Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎΠ±Ρ ΡΠΎΡ
ΡΠ°Π½ΠΈΡΡ ΡΠ²ΠΎΠΉ Π²ΡΡΠΎΠΊΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΠΉ ΠΎΠ±Π»ΠΈΠΊ, ΠΏΡΠ΅ΡΠΌΠ½ΠΎΠΆΠΈΡΡ Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΈ ΠΏΠ΅ΡΠ΅Π΄Π°ΡΡ ΠΈΡ
Π±ΡΠ΄ΡΡΠΈΠΌ ΠΏΠΎΠΊΠΎΠ»Π΅Π½ΠΈΡΠΌ. Π ΠΎΠ΄Π½ΠΎΠΉ ΡΠ·ΡΠΊ ΡΠ²Π»ΡΠ΅ΡΡΡ Π½Π΅ΠΎΡΡΠ΅ΠΌΠ»Π΅ΠΌΠΎΠΉ ΡΠ°ΡΡΡΡ ΠΊΠ°ΠΆΠ΄ΠΎΠΉ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ. ΠΠ΅Π· ΡΠ·ΡΠΊΠ° ΠΊΡΠ»ΡΡΡΡΠ° ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ Π±Π΅Π·Π»ΠΈΠΊΠΎΠΉ, Π±Π΅ΡΡΠΌΡΡΠ»Π΅Π½Π½ΠΎΠΉ ΠΈ ΡΡΠ°ΡΠΈΡΠ½ΠΎΠΉ. Π―Π·ΡΠΊ, ΠΊΠ°ΠΊ Π³Π»Π°Π²Π½ΡΠΉ ΠΈΡΡΠΎΡΠ½ΠΈΠΊ Π΅Ρ ΠΏΡΠΎΠ³ΡΠ΅ΡΡΠ° ΠΈ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½ΠΈΡ, ΠΏΠΎΠ΄Π²Π΅ΡΠ³Π°Π΅ΡΡΡ ΡΠΈΠ»ΡΠ½Π΅ΠΉΡΠΈΠΌ Π²Π½Π΅ΡΠ½ΠΈΠΌ Π²Π»ΠΈΡΠ½ΠΈΡΠΌ. Π―Π·ΡΠΊΠΎΠ²ΠΎΠ΅ ΡΠ²ΠΎΠ΅ΠΎΠ±ΡΠ°Π·ΠΈΠ΅ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ Π½Π°ΡΠΎΠ΄Π° Π½Π΅ ΠΌΠΎΠΆΠ΅Ρ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡΡ Π² ΠΈΠ·ΠΎΠ»ΡΡΠΈΠΈ ΠΎΡ ΠΎΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΌΠΈΡΠ°, ΠΊΠ°ΠΊ Π½Π΅ ΠΌΠΎΠΆΠ΅Ρ ΡΡΡΠ΅ΡΡΠ²ΠΎΠ²Π°ΡΡ ΠΊΡΠ»ΡΡΡΡΠ° Π²Π½Π΅ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ° ΡΠ²ΠΎΠΈΡ
ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ. Π‘ΠΎΡ
ΡΠ°Π½Π΅Π½ΠΈΡ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΡΠ»ΡΡΡΡ ΠΈ ΡΠ·ΡΠΊΠΎΠ² ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠ΅ΡΠΏΠΈΠΌΠΎΡΡΠΈ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅. ΠΠΎΠ±ΠΈΡΡΡΡ Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΠ³ΠΎ Π΄ΠΈΠ°Π»ΠΎΠ³Π° ΠΊΡΠ»ΡΡΡΡ ΠΌΠΎΠΆΠ½ΠΎ Π»ΠΈΡΡ ΡΠΏΠΎΡΠ½ΡΠΌ ΡΡΡΠ΄ΠΎΠΌ ΠΈ Π·Π°ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°Π½Π½ΠΎΡΡΡΡ Π²ΡΠ΅Ρ
ΡΡΠΎΡΠΎΠ½ Π² Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠΈ Π²Π·Π°ΠΈΠΌΠΎΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΠΈ Π½Π°Ρ
ΠΎΠΆΠ΄Π΅Π½ΠΈΠΈ ΠΌΠΈΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΡΠΎΠΌΠΈΡΡΠ°. ΠΠΌΠ΅Π½Π½ΠΎ Π½Π° Π²Π·Π°ΠΈΠΌΠΎΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠΈ ΠΈ Π΄ΠΈΠ°Π»ΠΎΠ³Π΅ ΠΊΡΠ»ΡΡΡΡ Π΄ΠΎΠ»ΠΆΠ½Ρ ΡΡΡΠΎΠΈΡΡΡΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠ΅ Π΄ΠΈΠΏΠ»ΠΎΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ. ΠΠΎΠ·ΡΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² Π³ΡΠΌΠ°Π½ΠΈΠ·ΠΌΠ° ΠΈ Π΄ΠΎΠ±ΡΠ° β ΠΏΠ΅ΡΠ²ΡΠΉ ΡΠ°Π³ Π½Π° ΠΏΡΡΠΈ ΠΊ ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΠΌΠΈΡΠ° ΠΌΠ΅ΠΆΠ΄Ρ ΠΊΡΡΠΏΠ½Π΅ΠΉΡΠΈΠΌΠΈ Π΄Π΅ΡΠΆΠ°Π²Π°ΠΌΠΈ. Π§Π΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΡΠ²Ρ Π½Π΅ΡΡΠ°Π²Π½ΠΈΠΌΠΎ Π»Π΅Π³ΡΠ΅ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΡΡ Π² Π³Π°ΡΠΌΠΎΠ½ΠΈΡΠ½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
, ΠΏΠΎΡΠΎΠΌΡ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΈ ΠΏΡΠΈΠ½ΡΡΠΈΠ΅ ΡΡΠΆΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ ΠΊΡΠ»ΡΡΡΡΡ ΡΠ²Π»ΡΠ΅ΡΡΡ Π΄Π»Ρ Π½Π°Ρ Π³Π»Π°Π²Π½ΡΠΌ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ΠΌ ΠΏΠ»ΠΎΠ΄ΠΎΡΠ²ΠΎΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΡΡΠ΄Π½ΠΈΡΠ΅ΡΡΠ²Π°.Our world keeps developing and growing, and we cannot prevent this process. The present is preparing new and new challenges and difficulties for us. The main task for humanity is to preserve its high cultured make-up; to increase moral, spiritual values and past them to future generations. Native language is an integral part of every ethnic culture. Culture becomes featureless, unmeaning and static without language. Language, as the main source of its progress and spreading, undergoes powerful external impacts. Language identity of every nation cannot be in isolation from the other world; as well as culture cannot exist out of its historical conditions context. Education of tolerance and indulgence in modern society makes for preservation of ethnic cultures and languages. The only possible opportunity to obtain a skilful cultural dialogue for parties is to work hard and be interested in achieving of understanding and peace compromise. Contemporary international diplomatic relations should be based on cultural dialogue and understanding. Revival of humanistic principles is the first step to establishment the peace between world powers. Humanity is developing incomparably easier in harmonic conditions. That is why, understanding and acceptance of foreign languages and cultures is the main term of fruitful collaboration
Elastic properties of FeSi
Measurements of the sound velocities in a single crystal of FeSi were
performed in the temperature range 4-300 K. Elastic constants and
deviate from a quasiharmonic behavior at high temperature; whereas,
increases anomalously in the entire range of temperature, indicating a
change in the electron structure of this materia
Role Profile Specificity in Children of the Autistic Spectrum
Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΡΡΠΏΠΈΠ»Π° Π² ΡΠ΅Π΄Π°ΠΊΡΠΈΡ 01.12.2021 Π³.Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΠΎΠ»Π΅Π²ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠΈΠ»Ρ Ρ Π΄Π΅ΡΠ΅ΠΉ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠ²ΠΎΠ΅ΠΎΠ±ΡΠ°Π·ΠΈΡ ΡΠ΅Π½ΡΠΎΡΠ½ΡΡ
ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π½ΠΈΠΉ. ΠΠ±ΡΡΠΆΠ΄Π°Π΅ΡΡΡ ΠΌΠΎΠ΄Π΅Π»Ρ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅Π±Π΅Π½ΠΊΠ° Ρ ΡΠ°ΡΡΡΡΠΎΠΉΡΡΠ²Π°ΠΌΠΈ Π°ΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΏΠ΅ΠΊΡΡΠ°, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΡΡΠΈΠ΅ ΡΡΠ΅ΡΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ. Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΡΡΠΎΠ΅Π½Π° Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈ ΡΡΠ°ΡΡΠΈΠΈ 30 ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ Π³. ΠΠΎΠ²ΠΎΡΠΈΠ±ΠΈΡΡΠΊΠ° Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ ΠΎΡ 8 Π΄ΠΎ 9 Π»Π΅Ρ. ΠΠ· Π½ΠΈΡ
15 Π΄Π΅ΡΠ΅ΠΉ Ρ Π½ΠΎΡΠΌΠΎΠΉ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈ 15 Π΄Π΅ΡΠ΅ΠΉ Ρ ΡΠ°ΡΡΡΡΠΎΠΉΡΡΠ²Π°ΠΌΠΈ Π°ΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΏΠ΅ΠΊΡΡΠ°, Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ Ρ
ΠΎΡΠΎΡΠΎ Π°Π΄Π°ΠΏΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ Π² ΠΌΠ°ΡΡΠΎΠ²ΠΎΠΉ ΡΠΊΠΎΠ»Π΅. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΠΎΡΡΠ°ΠΆΠ°ΡΡ Π½Π΅ΡΠ°Π²Π½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΡ ΠΏΡΠΈΡ
ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ, Π²ΠΊΠ»ΡΡΠ°Ρ Π½Π°ΡΡΡΠ΅Π½ΠΈΡ ΡΠ²ΡΠ·Π΅ΠΉ ΠΌΠ΅ΠΆΠ΄Ρ ΡΠ΅ΡΡΡΡΠ°ΠΌΠΈ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° Ρ Π΄ΡΡΠ³ΠΈΠΌΠΈ Π»ΡΠ΄ΡΠΌΠΈ.This paper provides the results related to the study of role profi le specifi city in children on the autistic spectrum. Promising areas of a supportive model that based on the thorough knowledge of adaptive forms of distorted development briefl y discussed. The article is based on results of the analysis and compilation of empirical data. Survey took place at Novosibirsk Secondary Schools (Russia). 30 school students (8-9 years of age) were interviewed and 15 of them represent a group with certain autistic features who were adapted well enough to mass schools. Findings show the role profi le of children on the autistic spectrum, in a sense, may refl ect diff erent types of distorted links in relation to diff erent types of the childβs emotional contact with other people. This paper presents the fi ndings of the research, which can be used by educational psychologists in their support of educators of children on the autistic spectrum
Cytogenetical characteristic of muscovy duck (Cairina moschata L.)
The technique of preparation birdβs chromosomes is given. The methodical ap-proaches to reception are stated and analysis chromosomes at birds. Is described kar-yotype of Cairina moschata L. Is given the densitometry characteristic of methacen-tric macrochromosomes of muscovy duck