8 research outputs found
Zoning of territory on the basis of modeling of efficiency of forest resources use in Russian regionsβ economy
The purpose of this work is development of the model of evaluation of efficiency of the use of resources in economy of regions of sparsely forested area, which allows offering a typology of zones in the region and performing zoning of territory depending on the efficiency of activities of structures which use forest resources. The offered model is peculiar for calculation of deviations of current income of state and entrepreneur from optimal income from the point of view of the most profitable use of lands. On the basis of the offered model, the typology for regions of sparsely forested area is developed, which includes four types of territories: high-profitable territories β characterized by minimal deviations of profitability of entrepreneur and state, due to which they are considered to be territories with well-balanced use of forest resources in economy; profitable territories with emphasis on stateβs interest, where the deviation of profitability of entrepreneur is maximal, and profitability of state is minimal; profitable territories with emphasis on interest of entrepreneurs, where deviation of entrepreneurβs profitability is minimal, and of stateβs profitability is maximal; low-income territories, unattractive for forest use, where deviation of profitability of entrepreneur and state is maximal. This typology conforms to the task of formation of differentiated instrumentarium of well-balanced use of forest resources in territoriesβ economy.peer-reviewe
Methodical Motivation of the Using EVA (Economic Value Added) as Instrument of Cost-Performance Management in Organizations
Transition to firm economic development is connected with decision of microeconomics problems - increasing economical efficiency of organizations. This problem predestines the behavior of the economic subject on the market of goods and resource, dictates the strategy of the development by potential to business activity. The market economy and fundamental changes in the modern social and economic development of Russia, transition to sustainable and long-term economic growth are associated with solving the key microeconomic objective to be the increase in economic efficiency of the enterprises and organisations. Launching the efficiency controlling action-oriented tools to allow within the selected economic strategy to develop an economic entity's line of behavior in the market and create the optimal system of the current activity arrangement is required. The regional printed media is no exception in this respect.The purpose of persisting studies was shown development instrument cost-performance management to activity of the economic as institutional subject of the of market economies, and their prima-thread on example of organization - a publishers regional printed mass-media.The Authors are given methodical motivation of the using economical value added as instrument of cost-performance management in organization-publisher.
DOI: 10.5901/mjss.2015.v6n5s2p48
Graduation Paper as a Tool of Assessing Professional Aptitude of a Translator (Bachelorβs Degree)
New market realities in the translation industry and elsewhere require an innovative approach to the content of higher education and a refocus on soft and hard skills. A prospective translator shall possess communicative skills, be capable of critical thinking, self-management, teamwork, engage in project activities, as well be creative, intellectually flexible, and digitally literate.New trends in the profession are conducive to revising educational strategies for graduation papers (GP) written by undergraduates. GPs are still theory-oriented, thus failing to meet the pragmatic needs of the translation industry, and lack correlation with hands-on professional activities. Bachelor GPs seem especially challenging, since neither Russian education authorities, nor academic instructors have a clear-cut vision of the bachelor's degree training and its specific nature. Most often, the bachelorβs degree is deemed as a simplified version of the specialistβs degree.The professional standard and the Federal State Educational Standard on Linguistics provide that graduates shall have general cultural, general professional, and professional competences (PCs). If mastered, these competences will qualify graduates for independent professional activities outside the academic institution. This paper presents feasibility study results for practice-oriented GPs. These results are analyzed to see if such GPs match relevant translation problems and if a new practice-oriented method can be used as a tool to assess graduatesβ professional aptitude for independent translation activities. The authors discourse upon effectiveness of this tool in education based on LUNN case study. The selection scope covers GPs written in 2015β2020, their number exceeding 200
Graduation Paper as a Tool of Assessing Professional Aptitude of a Translator (Bachelorβs Degree)
New market realities in the translation industry and elsewhere require an innovative approach to the content of higher education and a refocus on soft and hard skills. A prospective translator shall possess communicative skills, be capable of critical thinking, self-management, teamwork, engage in project activities, as well be creative, intellectually flexible, and digitally literate.New trends in the profession are conducive to revising educational strategies for graduation papers (GP) written by undergraduates. GPs are still theory-oriented, thus failing to meet the pragmatic needs of the translation industry, and lack correlation with hands-on professional activities. Bachelor GPs seem especially challenging, since neither Russian education authorities, nor academic instructors have a clear-cut vision of the bachelor's degree training and its specific nature. Most often, the bachelorβs degree is deemed as a simplified version of the specialistβs degree.The professional standard and the Federal State Educational Standard on Linguistics provide that graduates shall have general cultural, general professional, and professional competences (PCs). If mastered, these competences will qualify graduates for independent professional activities outside the academic institution. This paper presents feasibility study results for practice-oriented GPs. These results are analyzed to see if such GPs match relevant translation problems and if a new practice-oriented method can be used as a tool to assess graduatesβ professional aptitude for independent translation activities. The authors discourse upon effectiveness of this tool in education based on LUNN case study. The selection scope covers GPs written in 2015β2020, their number exceeding 200
ΠΠΎΠΌΠΏΠ»Π΅ΠΌΠ΅Π½ΡΠ°ΡΠ½Π°Ρ ΠΌΠΎΠ΄Π΅Π»Ρ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ
Introduction. The relevance of studying the phenomenon of self-determination is substantiatedby the compliance of this research problem with two actively developing areas of personalitypsychology β the psychology of a change and the psychology of a possible. The variety ofmanifestations of personality self-determination, the complexity and uniqueness of this phenomenonnecessitate the generalization of existing theoretical developments, ideas and concepts, as wellas accumulated empirical material. Modern Russian authors formulate theoretical prerequisitesfor the study of self-determination in the framework of the subject-activity approach, however,providing empirical research, they are often based on the methodology of foreign colleagues.The originality of the present work consists in the search for new methodological foundations forthe study of personality self-determination. Theoretical justification. The complexity and ambiguityof the phenomenon of self-determination enhance the differentiation of theoretical approachesto its description. The researchers focus on different levels of manifestations of self-determination:the nature-conditioned ability to self-organization and the innate need for autonomy of theindividuum, the processes of self-regulation of behavior and activity by the Subject, the mechanismsof the formation of subjectity and the development of the Self, as well as personalityβs ways torealize a freedom and an intentionality. Along with a wide variety of theories and concepts,there is a deficiency of systemic and complex models. Results. The authors of the article firstproposed the complementary model of self-determination, which allows to integrate existingtheoretical approaches to research through a level-by-level consideration of individβs, subjectβsand personality characteristics. The basic level of spontaneous (functional) self-determinationcorresponds to the principles of self-organization of complex open non-equilibrium systems witha naturally conditioned ability to self-deterministic behavior. The second level of purposeful orβactivity-basedβ self-determination demonstrates the role of conscious planning, volitional effortand conscious choice as a tool for achieving goals and self-regulation of the Subject. Finally, thethird, highest level of meaningful self-determination describes the value and moral self-regulationassociated with the implementation of meaningful choices. Discussion. The research presents anew look at the scientific problem of personality self-determination. The complementary modelreflects a complex multilevel system of self-determination, the evolution of its mechanisms in the process of ontogenesis from the basic psychological needs of the individuum to the complexprocesses of meaningful self-determination of the personality.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π° ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠ΅ΠΌ Π΄Π°Π½Π½ΠΎΠΉ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΡΠΈΠΊΠΈ ΡΡΠ°Π·Ρ Π΄Π²ΡΠΌ Π°ΠΊΡΠΈΠ²Π½ΠΎ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΠΈΠΌΡΡ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡΠΌ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ β ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΈΜ ΠΈ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΠ³ΠΎ. ΠΠ½ΠΎΠ³ΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅ ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΠΉ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, ΡΠ»ΠΎΠΆΠ½ΠΎΡΡΡ ΠΈ ΡΠ½ΠΈΠΊΠ°Π»ΡΠ½ΠΎΡΡΡ ΡΡΠΎΠ³ΠΎ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π° ΠΎΠ±ΡΡΠ»Π°Π²Π»ΠΈΠ²Π°ΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΡ ΠΈΠΌΠ΅ΡΡΠΈΡ
ΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΎΠΊ, ΠΈΠ΄Π΅ΠΉ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°. Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ Π°Π²ΡΠΎΡΡ ΡΠΎΡΠΌΡΠ»ΠΈΡΡΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠ΅Π΄ΠΏΠΎΡΡΠ»ΠΊΠΈ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ Π² ΡΡΡΠ»Π΅ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎ-Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°, Π½ΠΎ ΠΏΡΠΈ ΡΡΠΎΠΌ ΡΠ°ΡΡΠΎ Π·Π°ΠΈΠΌΡΡΠ²ΡΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Ρ Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΡΡ
ΠΊΠΎΠ»Π»Π΅Π³. ΠΡΠΈΠ³ΠΈΠ½Π°Π»ΡΠ½ΠΎΡΡΡ Π΄Π°Π½Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΠΏΠΎΠΈΡΠΊΠ΅ Π½ΠΎΠ²ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΉ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. Π’Π΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅. Π‘Π»ΠΎΠΆΠ½ΠΎΡΡΡ ΠΈ Π½Π΅ΠΎΠ΄Π½ΠΎΠ·Π½Π°ΡΠ½ΠΎΡΡΡ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π° ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ ΡΡΠΈΠ»ΠΈΠ²Π°Π΅Ρ Π΄ΠΈΡΡΠ΅ΡΠ΅Π½ΡΠΈΠ°ΡΠΈΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ Π΅Π³ΠΎ ΠΎΠΏΠΈΡΠ°Π½ΠΈΡ. Π ΡΠΎΠΊΡΡΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Π΅ΠΉ ΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡΡΡ ΡΠ°Π·Π½ΠΎΡΡΠΎΠ²Π½Π΅Π²ΡΠ΅ ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΡ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ: ΠΏΡΠΈΡΠΎΠ΄ΠΎΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½Π°Ρ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ ΠΊ ΡΠ°ΠΌΠΎΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ Π²ΡΠΎΠΆΠ΄Π΅Π½Π½Π°Ρ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π° Π² Π°Π²ΡΠΎΠ½ΠΎΠΌΠΈΠΈ, ΠΏΡΠΎΡΠ΅ΡΡΡ ΡΠ°ΠΌΠΎΡΠ΅Π³ΡΠ»ΡΡΠΈΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠΌ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π―, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΏΠΎΡΠΎΠ±Ρ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ²ΠΎΠ±ΠΎΠ΄Ρ ΠΈ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΡΡΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. ΠΠ°ΡΡΠ΄Ρ Ρ ΡΠΈΡΠΎΠΊΠΈΠΌ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅ΠΌ ΡΠ΅ΠΎΡΠΈΠΉ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ ΠΎΡΠΌΠ΅ΡΠ°Π΅ΡΡΡ Π΄Π΅ΡΠΈΡΠΈΡ ΡΠΈΡΡΠ΅ΠΌΠ½ΡΡ
ΠΈ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΡΡ
ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠ²ΡΠΎΡΠ°ΠΌΠΈ Π²ΠΏΠ΅ΡΠ²ΡΠ΅ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π° ΠΊΠΎΠΌΠΏΠ»Π΅ΠΌΠ΅Π½ΡΠ°ΡΠ½Π°Ρ ΠΌΠΎΠ΄Π΅Π»Ρ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠ°Ρ ΠΈΠ½ΡΠ΅Π³ΡΠΈΡΠΎΠ²Π°ΡΡ ΠΈΠΌΠ΅ΡΡΠΈΠ΅ΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π° ΡΡΠ΅Ρ ΡΡΠΎΠ²Π½Π΅Π²ΠΎΠ³ΠΎ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π½ΡΡ
, ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΡΡ
ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ. ΠΠ°Π·ΠΎΠ²ΡΠΉ ΡΡΠΎΠ²Π΅Π½Ρ ΡΠΏΠΎΠ½ΡΠ°Π½Π½ΠΎΠΉ (ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ), ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΠ΅Ρ ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°ΠΌ ΡΠ°ΠΌΠΎΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ»ΠΎΠΆΠ½ΡΡ
ΠΎΡΠΊΡΡΡΡΡ
Π½Π΅ΡΠ°Π²Π½ΠΎΠ²Π΅ΡΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ, ΠΎΠ±Π»Π°Π΄Π°ΡΡΠΈΡ
ΠΏΡΠΈΡΠΎΠ΄ΠΎΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΠΎΠΉ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡΡ ΠΊ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΌΡ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ. ΠΡΠΎΡΠΎΠΉ ΡΡΠΎΠ²Π΅Π½Ρ ΡΠ΅Π»Π΅Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΉ ΠΈΠ»ΠΈ Β«Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎΠΉΒ» ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ ΡΠΎΠ»Ρ ΡΠΎΠ·Π½Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ, Π²ΠΎΠ»Π΅Π²ΠΎΠ³ΠΎ ΡΡΠΈΠ»ΠΈΡ ΠΈ ΠΎΡΠΎΠ·Π½Π°Π½Π½ΠΎΠ³ΠΎ Π²ΡΠ±ΠΎΡΠ° ΠΊΠ°ΠΊ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ° Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΡΠ΅Π»ΠΈ ΠΈ ΡΠ°ΠΌΠΎΡΠ΅Π³ΡΠ»ΡΡΠΈΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠ°. ΠΠ°ΠΊΠΎΠ½Π΅Ρ, ΡΡΠ΅ΡΠΈΠΉ, Π½Π°ΠΈΠ²ΡΡΡΠΈΠΉ ΡΡΠΎΠ²Π΅Π½Ρ ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠΉ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ ΠΎΠΏΠΈΡΡΠ²Π°Π΅Ρ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΡ ΠΈ Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΡΡ ΡΠ°ΠΌΠΎΡΠ΅Π³ΡΠ»ΡΡΠΈΡ, ΡΠ²ΡΠ·Π°Π½Π½ΡΡ Ρ ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ΠΌ ΡΠΌΡΡΠ»ΠΎΠ²ΡΡ
Π²ΡΠ±ΠΎΡΠΎΠ². ΠΠ±ΡΡΠΆΠ΄Π΅Π½ΠΈΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ². ΠΠ°Π½Π½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ Π½ΠΎΠ²ΡΠΉ Π²Π·Π³Π»ΡΠ΄ Π½Π° Π½Π°ΡΡΠ½ΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. ΠΠΎΠΌΠΏΠ»Π΅ΠΌΠ΅Π½ΡΠ°ΡΠ½Π°Ρ ΠΌΠΎΠ΄Π΅Π»Ρ ΠΎΡΡΠ°ΠΆΠ°Π΅Ρ ΡΠ»ΠΎΠΆΠ½ΡΡ ΠΌΠ½ΠΎΠ³ΠΎΡΡΠΎΠ²Π½Π΅Π²ΡΡ ΡΠΈΡΡΠ΅ΠΌΡ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ, ΡΠ²ΠΎΠ»ΡΡΠΈΡ Π΅Π΅ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ½ΡΠΎΠ³Π΅Π½Π΅Π·Π° ΠΎΡ Π±Π°Π·ΠΎΠ²ΡΡ
ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠ΅ΠΉ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π° Π΄ΠΎ ΡΠ»ΠΎΠΆΠ½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠ³ΠΎ ΡΠ°ΠΌΠΎΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ
Π‘ΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠ΄Ρ ΠΎΠ΄ΠΎΠ² ΠΊ ΠΈΠΌΠΌΡΠ½ΠΎΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠ΅ Π΄Π΅ΡΠ΅ΠΉ Ρ ΠΎΡΠΊΠ»ΠΎΠ½Π΅Π½ΠΈΡΠΌΠΈ Π² ΡΠΎΡΡΠΎΡΠ½ΠΈΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ: ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΏΡΠΎΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠ³ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ
Background. Modern preventive vaccination is intended to protect and enhance the health of every person considering age and health issues. Vaccination of children with chronic diseases in our country remains extremely topical and arguable problem that associated with many pending issues for doctors of various specialties, including those working as primary care specialists.Objective. The aim of the study is to develop major approaches and to prove scientifically the efficacy and safety of preventive vaccination for children with various chronic diseases.Methods. We have conducted comprehensive study of 100 children aged from 1 month to 17 years 11 months. Children were divided into 4 groups according to the specific disease. Vaccinal and infectious history was analyzed. The post-vaccination period was estimated due to the results of the questionnaire completed by parents. Vaccination immunogenicity was estimated based on the results of the level of specific antibodies to various controlled infections (measles, rubella, parotitis, hepatitis B, pertussis, haemophilus influenza type b).Results. Protective titers of antibodies against haemophilus influenza type b were revealed in 96.2% of all examined patients, tetanus and hepatitis B β in 95.2%, against pertussis β in 92.5%, rubella β in 91%, measles β in 87.5%, parotitis β in 71.9%, chickenpox β in 69% children a month after the completed vaccination. The postvaccinal period was characterized as favorable in most patients. Major changes in overall health status occurred after vaccination in 42% of children was the following: subfebrile fever, capriciousness, or fatigue. Local reactions have developed only in 15% of cases.Conclusion. The results of this study have demonstrated the preventive vaccination efficacy and safety in children with various chronic diseasesΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅. Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½Π°Ρ Π²Π°ΠΊΡΠΈΠ½ΠΎΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠ° ΠΏΡΠΈΠ·Π²Π°Π½Π° ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΡΡ Π·Π°ΡΠΈΡΡ ΠΈ ΠΏΠΎΠ»ΡΠ·Ρ Π΄Π»Ρ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΡΡΠΈΡΡΠ²Π°Ρ Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ Π·Π΄ΠΎΡΠΎΠ²ΡΡ. ΠΠΎ Π½Π°ΡΡΠΎΡΡΠ΅Π³ΠΎ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ Π² Π½Π°ΡΠ΅ΠΉ ΡΡΡΠ°Π½Π΅ ΡΠ΅ΠΌΠ° Π²Π°ΠΊΡΠΈΠ½Π°ΡΠΈΠΈ Π΄Π΅ΡΠ΅ΠΉ Ρ Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΡΠΌΠΈ ΠΎΡΡΠ°Π΅ΡΡΡ ΡΡΠ΅Π·Π²ΡΡΠ°ΠΉΠ½ΠΎ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΈ Π΄ΠΈΡΠΊΡΡΠ°Π±Π΅Π»ΡΠ½ΠΎΠΉ, Ρ ΠΊΠΎΡΠΎΡΠΎΠΉ Π°ΡΡΠΎΡΠΈΠΈΡΠΎΠ²Π°Π½ΠΎ ΠΌΠ½ΠΎΠ³ΠΎ Π½Π΅ΡΠ΅ΡΠ΅Π½Π½ΡΡ
Π²ΠΎΠΏΡΠΎΡΠΎΠ² Π΄Π»Ρ Π²ΡΠ°ΡΠ΅ΠΉ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΡΠ°Π±ΠΎΡΠ°ΡΡΠΈΡ
Π² ΠΏΠ΅ΡΠ²ΠΈΡΠ½ΠΎΠΌ Π·Π²Π΅Π½Π΅ Π·Π΄ΡΠ°Π²ΠΎΠΎΡ
ΡΠ°Π½Π΅Π½ΠΈΡ.Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π Π°Π·ΡΠ°Π±ΠΎΡΠ°ΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΈ Π½Π°ΡΡΠ½ΠΎ Π΄ΠΎΠΊΠ°Π·Π°ΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΡ Π²Π°ΠΊΡΠΈΠ½ΠΎΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠΈ Π΄Π΅ΡΠ΅ΠΉ Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠΌΠΈ ΡΠΎΡΠΌΠ°ΠΌΠΈ Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠ°ΡΠΎΠ»ΠΎΠ³ΠΈΠΈ.ΠΠ΅ΡΠΎΠ΄Ρ. ΠΡΠΎΠ²Π΅Π΄Π΅Π½ΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ΅ ΠΎΠ±ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ 100 Π΄Π΅ΡΠ΅ΠΉ Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ ΠΎΡ 1 ΠΌΠ΅Ρ Π΄ΠΎ 17 Π»Π΅Ρ 11 ΠΌΠ΅Ρ. ΠΠ΅ΡΠΈ Π±ΡΠ»ΠΈ ΡΠ°Π·Π΄Π΅Π»Π΅Π½Ρ Π½Π° 4 Π³ΡΡΠΏΠΏΡ Π² Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΠΎΡΠ½ΠΎΠ²Π½ΠΎΠΉ Π½ΠΎΠ·ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΎΡΠΌΡ. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π»ΡΡ Π²Π°ΠΊΡΠΈΠ½Π°Π»ΡΠ½ΡΠΉ ΠΈ ΠΈΠ½ΡΠ΅ΠΊΡΠΈΠΎΠ½Π½ΡΠΉ Π°Π½Π°ΠΌΠ½Π΅Π·, Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»Π°ΡΡ Π²Π°ΠΊΡΠΈΠ½Π°ΡΠΈΡ. ΠΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°ΠΌ Π·Π°ΠΏΠΎΠ»Π½Π΅Π½Π½ΠΎΠΉ ΡΠΎΠ΄ΠΈΡΠ΅Π»ΡΠΌΠΈ Π°Π½ΠΊΠ΅ΡΡ ΠΎΡΠ΅Π½ΠΈΠ²Π°Π»ΠΎΡΡ ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΏΠΎΡΡΠ²Π°ΠΊΡΠΈΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠΈΠΎΠ΄Π°. ΠΡΠΎΠ²ΠΎΠ΄ΠΈΠ»Π°ΡΡ ΠΎΡΠ΅Π½ΠΊΠ° ΠΈΠΌΠΌΡΠ½ΠΎΠ³Π΅Π½Π½ΠΎΡΡΠΈ Π²Π°ΠΊΡΠΈΠ½Π°ΡΠΈΠΈ ΠΏΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°ΠΌ ΠΈΠ·ΠΌΠ΅ΡΠ΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π°Π½ΡΠΈΡΠ΅Π» ΠΊ ΡΡΠ΄Ρ ΠΊΠΎΠ½ΡΡΠΎΠ»ΠΈΡΡΠ΅ΠΌΡΡ
ΠΈΠ½ΡΠ΅ΠΊΡΠΈΠΉ (ΠΊΠΎΡΠΈ, ΠΊΡΠ°ΡΠ½ΡΡ
ΠΈ, ΡΠΏΠΈΠ΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠ°ΡΠΎΡΠΈΡΠ°, Π³Π΅ΠΏΠ°ΡΠΈΡΠ° Π, ΠΊΠΎΠΊΠ»ΡΡΠ°, Π³Π΅ΠΌΠΎΡΠΈΠ»ΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠ΅ΠΊΡΠΈΠΈ ΡΠΈΠΏΠ° b).Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π§Π΅ΡΠ΅Π· ΠΌΠ΅ΡΡΡ ΠΏΠΎΡΠ»Π΅ Π·Π°Π²Π΅ΡΡΠ΅Π½Π½ΠΎΠΉ Π²Π°ΠΊΡΠΈΠ½Π°ΡΠΈΠΈ Π·Π°ΡΠΈΡΠ½ΡΠ΅ ΡΠΈΡΡΡ Π°Π½ΡΠΈΡΠ΅Π» ΠΏΡΠΎΡΠΈΠ² Π³Π΅ΠΌΠΎΡΠΈΠ»ΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠ΅ΠΊΡΠΈΠΈ ΡΠΈΠΏΠ° b ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½Ρ Ρ 96,2% Π²ΡΠ΅Ρ
ΠΎΠ±ΡΠ»Π΅Π΄ΡΠ΅ΠΌΡΡ
ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ², ΠΏΡΠΎΡΠΈΠ² ΡΡΠΎΠ»Π±Π½ΡΠΊΠ° ΠΈ Π³Π΅ΠΏΠ°ΡΠΈΡΠ° Π β Ρ 95,2%, ΠΏΡΠΎΡΠΈΠ² ΠΊΠΎΠΊΠ»ΡΡΠ° β Ρ 92,5%, ΠΏΡΠΎΡΠΈΠ² ΠΊΡΠ°ΡΠ½ΡΡ
ΠΈ β Ρ 91%, ΠΏΡΠΎΡΠΈΠ² ΠΊΠΎΡΠΈ β Ρ 87,5%, ΠΏΡΠΎΡΠΈΠ² ΠΏΠ°ΡΠΎΡΠΈΡΠ° β Ρ 71,9%, ΠΏΡΠΎΡΠΈΠ² Π²Π΅ΡΡΡΠ½ΠΎΠΉ ΠΎΡΠΏΡ β Ρ 69% Π΄Π΅ΡΠ΅ΠΉ. Π’Π΅ΡΠ΅Π½ΠΈΠ΅ ΠΏΠΎΡΡΠ²Π°ΠΊΡΠΈΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠΈΠΎΠ΄Π° Ρ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²Π° ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΠΎΠ²Π°Π»ΠΎΡΡ ΠΊΠ°ΠΊ Π±Π»Π°Π³ΠΎΠΏΡΠΈΡΡΠ½ΠΎΠ΅. Π‘ΡΠ΅Π΄ΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ ΠΎΠ±ΡΠ΅Π³ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ, Π²ΠΎΠ·Π½ΠΈΠΊΡΠΈΡ
ΠΏΠΎΡΠ»Π΅ Π²Π°ΠΊΡΠΈΠ½Π°ΡΠΈΠΈ Ρ 42% Π΄Π΅ΡΠ΅ΠΉ, ΡΠ΅Π³ΠΈΡΡΡΠΈΡΠΎΠ²Π°Π»ΠΈΡΡ ΡΡΠ±ΡΠ΅Π±ΡΠΈΠ»ΡΠ½Π°Ρ ΡΠ΅ΠΌΠΏΠ΅ΡΠ°ΡΡΡΠ°, ΠΊΠ°ΠΏΡΠΈΠ·Π½ΠΎΡΡΡ ΠΈΠ»ΠΈ Π²ΡΠ»ΠΎΡΡΡ. ΠΠ΅ΡΡΠ½ΡΠ΅ ΡΠ΅Π°ΠΊΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΠ²Π°Π»ΠΈΡΡ Π»ΠΈΡΡ Π² 15% ΡΠ»ΡΡΠ°Π΅Π².ΠΠ°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ°Π±ΠΎΡΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΈ ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°ΡΡ ΠΈΠΌΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΡΡ Π±Π΅Π·ΠΎΠΏΠ°ΡΠ½ΠΎΡΡΡ ΠΈΠΌΠΌΡΠ½ΠΎΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠΈ Π΄Π΅ΡΠ΅ΠΉ Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠΌΠΈ ΡΠΎΡΠΌΠ°ΠΌΠΈ Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΠΉ