834 research outputs found
A TRUE STORY ABOUT THE DISAPPEARANCE OF THE STORIES BY BILJANA STANKOVSKA (Or, for the quest for the wonders of reality)
This book, which was written exactly a decade ago, is read in one breath, and the pages in front of us easily change as we meet Lea and her immediate and extended family, with imaginary and real friends. However, long after the end of the last page, we are left with an undefined feeling of powerlessness, but also of a newly discovered force, contradictory feelings of what we have missed in the growth of our own children, but also what is within our reach, so tomorrow we can to do it. To break away from the whirlpool of pulsating events and stop, to find space to build and grow our own land of stories. The writer and poetess for children and adults, Biljana Stankovska, managed to convey all this to us in only a hundred pages
Enviromental education in Macedonian literature for children and juvenils as a way of humanization of childrenβs personality
Childrenβs literature can contribute to the creation and nurturing of humanistic feelings at children and young people. This feeling
can be developed and nurtured by creating a sense of caring and ethical treatment of animals and the entire living world as a
whole. Through personified animal characters, which are all human traits, the authors show the relationship between good and
evil, between love and hate, between brutality and sacrifice, between friendship and selfishness, between humanity and universal
solidarity.
Keywords: animals, nature, pollution, humanistic feeling, coexistence
Picture books of Jalvach Ural
In this paper we consider the work for children of famous Turkish writer Jalvach Urals. Our attention will keep on his picture books, "Aludzhura tea shop" and "Smart Minichka and Lakomko." First, the paper will look at the picture book as a literary form, its definition in which we will specify its characteristics, the different classifications ... Then, in this context, we will take into consideration the aforementioned picture of Jalvach Urals and shall indicate their positive impact on child developmen
Enviromental education in Macedonian literature for children and juvenils as a way of humanization of childrenβs personality
Childrenβs literature can contribute to the creation and nurturing of humanistic feelings at children and young people. This feeling
can be developed and nurtured by creating a sense of caring and ethical treatment of animals and the entire living world as a
whole. Through personified animal characters, which are all human traits, the authors show the relationship between good and
evil, between love and hate, between brutality and sacrifice, between friendship and selfishness, between humanity and universal
solidarity.
Keywords: animals, nature, pollution, humanistic feeling, coexistence
Impact of Death on Adolescents and its representation as featured in Macedonian Adolescent Literature
The topic of this paper arises from the very nature of literature for children, literature that is special, separate part of the general literature, as well as an integral part. Such literature is close to the child, because it offers another world, a world in which the child freely develops their imagination, dreams and aspirations. In addition, the fact is that through this literature child perceives life and its laws. Children are facing death were in the family, whether it is about the death of close relatives, death of a pet, etc. Hence, it is inevitable literature aimed at children and young people to reflect developments in society and family. Accordingly, the essential part of literature for children and youth is death as an integral part of our existence. For these reasons, the subject of this paper will be the treatment of th
ΠΠΈΠ²ΠΎΡΠΎΡ ΡΠ΅ΠΏΠ°ΠΊ Π΅ ΡΠ±Π°Π²
ΠΠ°ΠΊΠΎ ΠΊΡΡΡΠΈΡΠ°Π»Π½Π° ΠΈΠ΄Π΅ΡΠ° ΠΊΠΎΡΠ° Π½Π΅Π½Π°ΠΌΠ΅ΡΠ»ΠΈΠ²ΠΎ ΠΊΠ°ΠΊΠΎ Π·Π»Π°ΡΠ½Π° Π½ΠΈΡΠΊΠ° ΡΠ΅ ΠΏΡΠΎΠ²Π»Π΅ΠΊΡΠ²Π° Π½ΠΈΠ· ΠΎΠ²ΠΎΡ ΠΌΠ»Π°Π΄Π΅ΡΠΊΠΈ ΡΠΎΠΌΠ°Π½ Π·Π° ΠΌΠ»Π°Π΄ΠΈ Π΅ ΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ΡΠΎ Π΄Π΅ΠΊΠ° Π΅Π΄ΠΈΠ½ΡΡΠ²Π΅Π½ΠΎ Π°ΠΊΡΠΈΠ²ΠΈΡΡΠΈΡΠΊΠΈΠΎΡ ΠΈ Π²ΠΈΡΠ°Π»Π΅Π½ ΠΎΠ΄Π½ΠΎΡ ΠΊΠΎΡ ΠΆΠΈΠ²ΠΎΡΠΎΡ Π΅ Π΅Π΄ΠΈΠ½ΡΡΠ²Π΅Π½ΠΈΠΎΡ Π½Π°ΡΠΈΠ½ Π΄Π° ΡΠ΅ ΠΎΡΠΎΠ·Π½Π°Π΅ Π½Π΅Π³ΠΎΠ²Π°ΡΠ° ΡΠ±Π°Π²ΠΈΠ½Π°. ΠΠΎΠ΅Π΄Π½ΠΎ, Π°Π²ΡΠΎΡΠΎΡ ΡΠ° Π·Π°ΡΡΠ°ΠΏΡΠ²Π° ΠΈΠ΄Π΅ΡΠ°ΡΠ° Π΄Π΅ΠΊΠ° ΡΠΏΠΎΡΡΡΠ²Π°ΡΠ΅ΡΠΎ Π΅ Π½Π°ΡΠΈΠ½ΠΎΡ Π½Π° ΠΊΠΎΡ Π½Π° ΠΌΠ»Π°Π΄ΠΈΡΠ΅ ΠΌΠΎΠΆΠ°Ρ Π΄Π° ΠΈΠΌ ΡΠ΅ ΠΎΡΠ²ΠΎΡΠ°Ρ Π½ΠΎΠ²ΠΈ, ΠΏΠΎΡΠ±Π°Π²ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²ΠΈ, Π΄Π° Π½Π΅ ΡΠ΅ ΠΎΠ΄Π΄Π°Π΄Π°Ρ Π½Π° Π±Π΅Π·Π΄Π΅Π»Π½ΠΈΡΠ΅ΡΠ΅ΡΠΎ, Π° Π½Π°ΡΠ²Π°ΠΆΠ½ΠΎ ΠΎΠ΄ ΡΓ¨, ΠΏΡΠ΅ΠΊΡ ΡΠΏΠΎΡΡΠΎΡ ΠΈΠΌ ΡΠ΅ Π΄Π°Π²Π° ΠΌΠΎΠΆΠ½ΠΎΡΡ Π΄Π° ΡΠ΅ ΠΎΡΠΎΠ·Π½Π°Π°Ρ ΡΠ΅Π±Π΅ΡΠΈ, Π΄Π° Π·Π°ΡΡΠ°Π½Π°Ρ ΡΠ²ΡΡΡΠΎ ΠΏΡΠ΅Π΄ Π΄ΠΈΠ»Π΅ΠΌΠΈΡΠ΅ ΠΊΠΎΠΈ ΠΈΠΌ Π³ΠΈ Π½Π°ΠΌΠ΅ΡΠ½ΡΠ²Π° ΠΆΠΈΠ²ΠΎΡΠΎΡ ΠΈ Π½ΠΈΠΊΠΎΠ³Π°Ρ Π΄Π° Π½Π΅ ΡΠ΅ ΠΏΡΠ΅Π΄Π°Π²Π°Π°Ρ
Π‘Π΅ΠΌΠ΅ΡΡΡΠ²ΠΎΡΠΎ ΠΈ ΡΠ΅ΠΌΠ΅ΡΠ½ΠΈΡΠ΅ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ Π²ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π°ΡΠ° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ Π½Π° ΠΠ»ΠΈΠ²Π΅ΡΠ° ΠΠΈΠΊΠΎΠ»ΠΎΠ²Π°
ΠΠΎ ΡΡΡΠ΄ΠΎΡ ΡΠ΅ ΠΎΡΠ²ΡΠ½ΡΠ²Π°ΠΌΠ΅ Π½Π° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π°ΡΠ° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ, ΠΏΠΎΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΠΎ Π½Π° ΠΏΡΠ°ΡΠ°ΡΠ΅ΡΠΎ Π·Π° ΡΠ΅ΠΌΠ΅ΡΡΡΠ²ΠΎΡΠΎ ΠΈ ΡΠ΅ΠΌΠ΅ΡΠ½ΠΈΡΠ΅ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ ΠΊΠΎΠΈ ΡΠ΅ Π½Π΅Π³ΡΠ²Π°Π°Ρ Π²ΠΎ ΠΈΡΡΠΎΡΠΎ. ΠΠΎ ΡΡΡΠ΄ΠΎΡ ΡΠ΅ ΡΠ΅ Π·Π°Π΄ΡΠΆΠΈΠΌΠ΅ Π½Π° Π΄Π΅Π»Π° ΠΎΠ΄ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ°ΡΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ ΠΎΠ΄ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ Π°Π²ΡΠΎΡ ΠΠ»ΠΈΠ²Π΅ΡΠ° ΠΠΈΠΊΠΎΠ»ΠΎΠ²Π° Π²ΠΎ ΠΊΠΎΠΈ Π»ΠΈΠΊΠΎΠ²ΠΈΡΠ΅/ΠΏΡΠΎΡΠ°Π³ΠΎΠ½ΠΈΡΡΠΈΡΠ΅ ΠΏΠΎΠΊΠ°ΠΆΡΠ²Π°Π°Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½ΠΈ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ Π²ΠΎ ΡΠ΅Π»Π°ΡΠΈΠΈΡΠ΅ ΡΠΎ ΠΎΡΡΠ°Π½Π°ΡΠΈΡΠ΅ Π»ΡΡΠ΅. ΠΡΠ΅ΠΊΡ Π²Π°ΠΊΠ²ΠΈΡΠ΅ Π»ΠΈΠΊΠΎΠ²ΠΈ ΠΈ Π΄Π΅Π»Π°, ΡΡΠ΅Π±Π° Π΄Π° ΠΈΠΌ ΡΠ΅ ΠΏΠΎΠΌΠΎΠ³Π½Π΅ Π½Π° Π΄Π΅ΡΠ°ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈΡΠ΅ Π΄Π° Π³ΡΠ°Π΄Π°Ρ ΡΠ΅Π»Π°ΡΠΈΠΈ Π²ΠΎ ΡΠΎΠ³Π»Π°ΡΠ½ΠΎΡΡ ΡΠΎ Π½ΠΈΠ²Π½ΠΈΡΠ΅ ΡΠ΅ΠΌΠ΅ΡΠ½ΠΈ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ, Π΄Π° ΠΈΠΌ ΠΏΠΎΠΌΠΎΠ³Π½Π°Ρ Π΄Π° Π³ΠΎ ΡΠ°Π·Π±Π΅ΡΠ°Ρ Π·Π½Π°ΡΠ΅ΡΠ΅ΡΠΎ Π½Π° ΠΏΠΎΠ΄Π΄ΡΡΠΊΠ°ΡΠ° Π²ΠΎ ΡΠ΅ΠΌΠ΅ΡΡΡΠ²ΠΎΡΠΎ, ΠΈ Π΄Π° ΠΏΡΠ΅ΠΏΠΎΠ·Π½Π°Π°Ρ ΠΊΠ°ΠΊΠΎ ΠΎΠ²ΠΈΠ΅ ΡΠ΅ΠΌΠ΅ΡΠ½ΠΈ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ ΠΊΠΎΠΈ ΡΡΠ΅Π±Π° Π΄Π° ΡΠ΅ Π½Π΅Π³ΡΠ²Π°Π°Ρ ΠΎΠ΄ Π½Π°ΡΡΠ°Π½ΠΎΡΠΎ Π΄Π΅ΡΡΡΠ²ΠΎ ΡΠ΅ ΠΈΠΌ ΠΏΠΎΠΌΠΎΠ³Π½Π°Ρ Π΄Π° Π½Π°Π΄Π²Π»Π°Π΄Π΅Π°Ρ ΠΎΠ΄ΡΠ΅Π΄Π΅Π½ΠΈ ΠΏΡΠ΅ΡΠΊΠΈ ΠΈΠ»ΠΈ ΠΏΡΠ΅Π΄ΠΈΠ·Π²ΠΈΡΠΈ ΡΠΎ ΠΊΠΎΠΈ ΡΠ΅ ΡΠ΅ ΡΡΠ΅ΡΠ½Π°Ρ Π²ΠΎ ΠΏΠΎΠ½Π°ΡΠ°ΠΌΠΎΡΠ½ΠΈΠΎΡ ΠΆΠΈΠ²ΠΎΡ. ΠΠ° ΡΠ°Π° ΡΠ΅Π», ΡΠ΅ ΡΠ΅ ΡΠ°Π·Π³Π»Π΅Π΄ΡΠ²Π°Π°Ρ ΡΠ΅ΠΊΡΡΠΎΠ²ΠΈ Π²ΠΎ ΠΊΠΎΠΈ Π΅ΠΊΡΠΏΠ»ΠΈΡΠΈΡΠ½ΠΎ ΡΠ΅ ΡΡΠ΅ΡΠΈΡΠ°Π°Ρ ΡΠ΅ΠΌΠΈ ΠΎΠ΄ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈΠΎΡ ΠΆΠΈΠ²ΠΎΡ ΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΎΡΠΎ ΠΆΠΈΠ²Π΅Π΅ΡΠ΅, ΠΊΠ°ΠΊΠΎ ΡΠ°Π·Π²ΠΎΠ΄ Π½Π° ΡΠΎΠ΄ΠΈΡΠ΅Π»ΠΈ, ΠΏΠΎΡΠ²ΠΎΡΡΠ²Π°ΡΠ°, ΠΏΠΎΡΠΎΡΠΈΡΠ΅ Π½Π° Π΄Π΅Π½Π΅ΡΠ½ΠΈΡΠ°ΡΠ°, ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΈ Π²ΠΎ ΡΠ΅ΠΌΠ΅ΡΡΡΠ²ΠΎΡΠΎ, ΡΠΌΡΡ Π²ΠΎ ΡΠ΅ΠΌΠ΅ΡΡΡΠ²ΠΎΡΠΎ, ΠΏΠ΅ΡΠΈΠΎΠ΄ΠΎΡ Π½Π° Π°Π΄ΠΎΠ»Π΅ΡΡΠ΅Π½ΡΠΈΡΠ°ΡΠ°, ΡΠ»ΠΎΠ³Π°ΡΠ° Π½Π° ΠΏΠΎΡΡΠ°ΡΠΈΡΠ΅ (ΡΠΎΠ΄ΠΈΡΠ΅Π»ΠΈΡΠ΅, Π±Π°Π±ΠΈΡΠ΅ ΠΈ Π΄Π΅Π΄ΠΎΠ²ΡΠΈΡΠ΅) ΠΏΡΠΈ Π½Π΅Π³ΡΠ²Π°ΡΠ΅ Π½Π° ΠΎΠ²ΠΈΠ΅ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ ΠΈ ΡΠ». ΠΠΈΠ΄Π΅ΡΡΠΈ ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡΠ° Π·Π° Π΅Π΄Π΅Π½ ΠΎΠ΄ Π½Π°ΡΠ΅ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΈΡΠ΅ Π½Π°ΡΠΈΠ½ΠΈ Π΄Π° ΡΠ΅ Π²ΠΎΡΠΏΠΈΡΡΠ²Π°Π°Ρ ΠΌΠ»Π°Π΄ΠΈΡΠ΅ Π³Π΅Π½Π΅ΡΠ°ΡΠΈΠΈ, ΡΠ΅ ΡΠ΅ ΠΈΠ·Π΄Π²ΠΎΡΠ°Ρ Π΄Π΅Π»Π° ΠΎΠ΄ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈ Π°Π²ΡΠΎΡΠΈ Π²ΠΎ ΠΊΠΎΠΈ ΡΠ΅ Π½Π΅Π³ΡΠ²Π°Π°Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½ΠΈΡΠ΅ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ, ΠΊΠ°ΠΊΠΎ ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠΈΡΠ°ΡΠ°, ΡΠ°Π·Π±ΠΈΡΠ°ΡΠ΅ΡΠΎ, Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠ΅ΡΠΎ, Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ΡΠΎ ΠΊΠΎΠ½ Π΄ΡΡΠ³ΠΈΠΎΡ ΠΈΡΠ½
Violence in YAL with special emphasis on contemporary Macedonian YAL
In this paper, we focus on contemporary Macedonian literature for young people, in particular of one of its segment, and it is the presence of violence and violent scenes in the works designed for this audience. Theorists of this literature, popularly called YAL, not circumvent these issues, just like writers who write books intended for adolescents. This topic will be discussed by explicit examples that will be taken of contemporary literature for young people, in order from one side to indicate their presence, and the need to write freely on the subject, and on the other hand to help young people who are experiencing these problems. The analysis will show that in most cases, the cause of the young sometimes turning to violence or themselves been victims of violence are shifting family values, or lack / absence of the family, a family member, usually a parent, neglect by parents and their preoccupation with work
OUTSIDE COURT CONTROL OF THE WORK OF THE PUBLIC ADMINISTRATION βOMBUDSMAN
From the numerous legal competencies envisaged by the Law on
Ombudsmen, this reserch focuses on the competence of exercising
control over the legality, as well as the expediency of the undertaken
actions and the decisions made by the employees in the public authorties
in the Republic of Macedonia (public administration). The aim of this
reserch is analysis of one segment, from the numerous competencies, and
observations of the activities undertaken by the Ombudsman as an
investigator of the work of the public administration in the Republic of
Macedonia. The survey uses the method of analysis of the laws and
sublaws, statistical indicators, as well as other relevant indicators that
indicate the role of the Ombudsman in the Republic of Macedonia as an
investigator of the work of the public administration. The results of the
survey portray the measures the Ombudsman has undertaken in itβs role
of performance in protecting human rights and freedoms when citizens
are seeking services by the public administration.
 
Π Π΅Π°Π»ΠΈΡΡΠΈΡΠ½Π° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ° ΠΏΡΠΎΠ·Π° Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ
ΠΠ΄Π΅ΡΠ°ΡΠ° Π΄Π° ΡΠ΅ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·ΠΈΡΠ° Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΠ½ΠΎ-ΡΠ΅ΠΎΡΠΈΡΠΊΠΈΠΎΡ ΠΌΠ°ΡΠ΅ΡΠΈΡΠ°Π» Π²ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΠ·ΠΈΡΠ΅ΡΡΠΊΠΈΠΎΡ ΡΡΠ΅Π±Π½ΠΈΠΊ βΠ Π΅Π°Π»ΠΈΡΡΠΈΡΠ½Π° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ° ΠΏΡΠΎΠ·Π° Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈβ, ΠΏΡΠΎΠΈΠ·Π»Π΅Π·Π΅ ΠΎΠ΄ ΠΏΠΎΡΡΠ΅Π±Π°ΡΠ° Π΄Π° ΡΠ΅ Π½Π°ΠΏΡΠ°Π²ΠΈ ΠΎΠ±ΠΈΠ΄ Π½Π° Π΅Π΄Π½ΠΎ ΠΌΠ΅ΡΡΠΎ Π΄Π° ΡΠ΅ ΠΊΠΎΠ½ΡΠΈΠΏΠΈΡΠ°Π°Ρ Π²Π΅ΡΠ΅ Π΄Π΅ΡΠΈΠ½ΠΈΡΠ°Π½ΠΈΡΠ΅ ΡΠ΅ΠΎΡΠΈΡΠΊΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π·Π° ΠΏΡΠΈΡΡΠ°ΠΏ ΠΊΠΎΠ½ ΡΠ΅Π°Π»ΠΈΡΡΠΈΡΠ½Π°ΡΠ° ΠΏΡΠΎΠ·Π°/Π΄ΠΈΡΠΊΡΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ ΠΎΠ΄ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π°ΡΠ° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ.
ΠΠ²ΠΎΡ ΡΡΠ΅Π±Π½ΠΈΠΊ Π΅ Π½Π°ΠΌΠ΅Π½Π΅Ρ Π·Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ Π½Π° Π²ΡΠΎΡ ΡΠΈΠΊΠ»ΡΡ ΠΎΠ΄ ΡΡΡΠ΄ΠΈΡΠΊΠ°ΡΠ° Π½Π°ΡΠΎΠΊΠ° ΠΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ, ΠΊΠ°Π΄Π΅ Π²ΠΎ ΠΏΡΠ² ΡΠ΅ΠΌΠ΅ΡΡΠ°Ρ ΠΊΠ°ΠΊΠΎ ΠΈΠ·Π±ΠΎΡΠ΅Π½ ΠΏΡΠ΅Π΄ΠΌΠ΅Ρ Π΅ Π Π΅Π°Π»ΠΈΡΡΠΈΡΠ½Π° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ° ΠΏΡΠΎΠ·Π° Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ.
Π£ΡΠ΅Π±Π½ΠΈΠΊΠΎΡ ΠΈΠΌΠ° 99 ΡΡΡΠ°Π½ΠΈΡΠΈ, Π4 ΡΠΎΡΠΌΠ°Ρ, ΡΠΎΠ΄ΡΠΆΠΈ Π²ΠΊΡΠΏΠ½ΠΎ 27 ΠΏΡΠΈΠ»ΠΎΠ·ΠΈ ΠΎΠ΄ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈ Π°Π²ΡΠΎΡΠΈ ΠΊΠΎΠΈ Π΄Π΅Π» ΠΈΠ»ΠΈ ΡΠ΅Π»ΠΎΡΠΎ ΡΠ²ΠΎΠ΅ ΡΠ²ΠΎΡΠ΅ΡΡΠ²ΠΎ Π³ΠΎ ΠΏΠΎΡΠ²Π΅ΡΠΈΠ»Π΅ Π½Π° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡΠ° Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ.
ΠΡΠ΅Π·Π΅Π½ΡΠΈΡΠ°Π½ΠΈΠΎΡ ΠΌΠ°ΡΠ΅ΡΠΈΡΠ°Π» Π΅ ΠΊΠΎΠ½ΡΡΠΈΡΡΠΈΡΠ°Π½ Π²ΠΎ ΡΠ΅ΡΠΈΡΠΈ ΠΏΠΎΠ³Π»Π°Π²ΡΠ° ΠΈ ΡΠΎΠ°:
1. ΠΠ²ΡΠΎΠ±ΠΈΠΎΠ³ΡΠ°ΡΡΠΊΠΈΠΎΡ Π΄ΠΈΡΠΊΡΡΡ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ°ΡΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ;
2. ΠΠ½Π΅Π²Π½ΠΈΡΠΊΠΈΠΎΡ Π΄ΠΈΡΠΊΡΡΡ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ°ΡΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ;
3. ΠΠ°ΡΠΎΠΏΠΈΡΠΎΡ ΠΊΠ°ΠΊΠΎ ΠΊΠ½ΠΈΠΆΠ΅Π²Π΅Π½ ΠΆΠ°Π½Ρ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ°ΡΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ,ΠΈ
4. ΠΠΏΠΈΡΡΠΎΠ»Π°ΡΠ½ΠΈΠΎΡ ΠΆΠ°Π½Ρ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠ°ΡΠ° ΠΊΠ½ΠΈΠΆΠ΅Π²Π½ΠΎΡΡ Π·Π° Π΄Π΅ΡΠ° ΠΈ ΠΌΠ»Π°Π΄ΠΈ
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