20 research outputs found
Teaching Russian (FL) to visually impaired students during COVID: technological tools, teaching strategies, and digital materials
With the transition of traditional programs to emergency remote teaching contexts due to the COVID-19 crisis, we have been faced with a challenge that primarily concerns access to instruction for all students. This unprecedented situation has reshaped the issue of inclusive education. This paper aims at furthering the debate on inclusive distance education in Russian language learning by presenting the experience of teaching Russian as a foreign language (FL) at an elementary level to a group of 20 Italian native learners, including some who are visually impaired (VI). The course took place in Autumn 2020 and was originally planned as a conventional in-person class, but due to the pandemic was radically redesigned. The paper is organized around three main sections. The first section provides an overview of inclusive education policy within European and Italian contexts. The second section presents insights into visual impairment and a short review of the literature and research studies pertaining to FL education of VI children, youth, and adults. The third section provides a critical survey of the tools, strategies, and materials used in the course. In the concluding part we discuss the positive implications of merging distance and inclusive forms of education in the light of our experienc
ΠΠΎΠ½ΡΠ΅ΠΏΡΠΈΡ ΡΠΎΠΏΠΎΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ»ΠΎΠ²Π°ΡΡ ΠΏΠΈΡΠ΅Π²ΠΎΠΉ ΠΌΠ΅ΡΠ°ΡΠΎΡΡ Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π΅ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ²
Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ ΡΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΠΎΠΏΠΎΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ»ΠΎΠ²Π°ΡΡ ΠΎΠ±ΡΠ°Π·Π½ΠΎΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΈ ΠΈ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ², ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈ Π²ΠΎΠΏΠ»ΠΎΡΠ°ΡΡΠ΅ΠΉ Π² ΡΠ²ΠΎΠ΅ΠΉ ΡΠ΅ΠΌΠ°Π½ΡΠΈΠΊΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠ²Π»Π΅Π½ΠΈΡΡ
ΠΏΠΈΡΠ΅Π²ΠΎΠΉ ΡΡΠ΅ΡΡ. ΠΠ±ΡΡΠΆΠ΄Π°ΡΡΡΡ ΡΡΠ½ΠΊΡΠΈΠΈ ΡΠ»ΠΎΠ²Π°ΡΡ, Π΅Π³ΠΎ ΠΌΠ΅ΡΡΠΎ Π² ΡΠ»ΠΎΠ²Π°ΡΠ½ΠΎΠΉ ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°. Π₯Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΡΡ ΠΎΠ±ΡΠ΅ΠΊΡ, ΠΏΡΠ΅Π΄ΠΌΠ΅Ρ, ΠΌΠ°ΠΊΡΠΎ- ΠΈ ΠΌΠΈΠΊΡΠΎΡΡΡΡΠΊΡΡΡΠ° ΡΠΎΠΏΠΎΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ»ΠΎΠ²Π°ΡΡ. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΠΎΠ±ΡΠ°Π·Π΅Ρ ΡΠ»ΠΎΠ²Π°ΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΠΈΡΠ°Π½ΠΈΡ Π»Π΅ΠΊΡΠΈΠΊΠΎ-ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π³Π½Π΅Π·Π΄Π° Ρ Π²Π΅ΡΡΠΈΠ½Π°ΠΌΠΈ ΡΡΡ. ΠΠΠ ΠΠ ΠΈ ΠΈΡΠ°Π». GRANO
Lingua e visione del mondo
Γ vero che la lingua limita e influenza il nostro modo di pensare e che parlare lingue diverse significa vedere il mondo in modi diversi? E che le caratteristiche della lingua riflettono il carattere di chi la parla? In breve, possiamo dire che la lingua determina le modalitΓ di pensiero, la visione del mondo e il carattere dei suoi parlanti? Nel capitolo tenteremo di rispondere a tali interrogativi, ripercorrendo cronologicamente le posizioni dei principali studiosi che hanno indagato il rapporto tra lingua, pensiero e cultura. Come avremo modo di vedere, si tratta di una questione tanto affascinante quanto spinosa, che non ha mancato di dare vita a leggende metropolitane e che ancora oggi non trova una risposta definitiva e univoca in seno alla comunitΓ linguistica
La lingua come ingegnere del carattere nazionale: studi di lingvokulβturologija
Within post-Soviet Russian academy, the discourse on national character has gained a huge popularity thanks to a new scholarly field known as lingvokulβturologija (linguistic culturology). Moving from the assumption that language is βthe engineer of human soulβ, scholars propose to consider grammatical, lexical, and semantic structures of Russian language as clues which disclose traits of Russian national character. Whilst such discourse is inconsistent from the perspective of linguistic science, I suggest it is highly effective in that of the narrative identity it delivers; a narrative whose results go far beyond the boundaries of the academy
Lingvokulβturologija e cultural linguistics. Due quasi perfette sconosciute
Lingvokulβturologija and cultural linguistics are two recently developed disciplines devoted to the investigation of the relationship between language and culture. They emerged almost simultaneously in the second half of the 1990s within different geographical areas, respectively Russia and βWesternβ context. Despite they share the same research goal, lingvokulβturologija and cultural linguistics have been developing in isolation from one another. This paper provides an overview of the theoretical framework of these two disciplines by reconstructing their analogies and differences, and ultimately aims to explain the reasons of their lack of mutual βintercultural communicationβ
Il discorso sulla lingua e il carattere nazionale nella Russia contemporanea: studi di lingvokul'turologija
Nel saggio del 2010 Italianit\ue0. La costruzione del carattere nazionale Silvana Patriarca (Fordham University, New York) scrive: \uabA livello accademico la nozione di carattere nazionale ha perso giustamente la sua legittimit\ue0\ubb. Questa affermazione \ue8 quantomeno discutibile se guardiamo al panorama accademico russo contemporaneo. Da poco meno di tre decenni il concetto di \u201ccarattere nazionale\u201d vive una stagione straordinariamente fortunata, riportato in auge da una neonata disciplina che prende il nome di lingvokul\u2019turologija. Come suggerisce la denominazione, si tratta di un orientamento che coniuga ricerca linguistica e studi culturologici, indaga, cio\ue8, le manifestazioni della cultura di un popolo, cos\uec come trovano espressione nella sua lingua. L\u2019assunto fondamentale della lingvokul\u2019turologija risiede nell\u2019idea che la lingua \ue8 riflesso e, al contempo, strumento di determinazione della cultura, il che significa che l\u2019analisi del dato linguistico, inteso in senso ampio, ovvero unit\ue0 morfologiche, lessemi, fraseologia, paremiologia e strutture sintattiche, permette di ricostruire il \u201ccarattere nazionale\u201d (nacional\u2019nyj charakter) e la \u201cmentalit\ue0 etnica\u201d (etni\u10deskaja mental\u2019nost\u2019) dei parlanti. Nel primo capitolo del presente lavoro si delinea una panoramica generale che rende conto del fenomeno lingvokul\u2019turologija. In particolare, viene ripercorsa l\u2019evoluzione storica della disciplina a partire dalla linguistica del carattere di Humboldt e dall\u2019ipotesi Sapir-Whorf, passando per gli studi di semantica culturale di Wierzbicka, sino a descrivere lo status della lingvokul\u2019turologija in seno all\u2019accademia russa contemporanea; si chiarisce, dunque, il valore di alcuni concetti fondamentali, e si propone una classificazione dei principali orientamenti di ricerca e scuole linguo-culturologici, nonch\ue9 dei rispettivi oggetti d\u2019analisi (jazykovaja kartina mira, konceptosfera, lingvokul\u2019turologija contrastiva). Il secondo capitolo offre una selezione degli studi linguo-culturologici pi\uf9 rappresentativi, allo scopo di mostrare i diversi percorsi d\u2019indagine che dal dato linguistico riconducono al \u201ccarattere nazionale\u201d; si considerano i lavori di Wierzbicka (1992, 1997), Zaliznjak, Levontina, \u160mel\uebv (2005, 2012), Rylov (2006), Stepanov (2004), Ter-Minasova (2008), e Antologija konceptov (2005). Nel terzo capitolo viene presentata una serie di criticit\ue0 che si registrano nella ricerca linguo-culturologica: valore assiomatico di alcune determinazioni concettuali, paradossi dell\u2019impostazione teorica, inconsistenza e vaghezza metodologiche. A conclusione del lavoro si propone una riflessione sull\u2019essenza della ricerca linguo-culturologica nel complesso e sugli effetti che le tesi da essa promosse comportano in ambito non solo accademico, ma anche extra-accademico
ΠΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠ΅ Π ΠΠ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ: Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΡΠ°Π±ΠΎΡΡ Ρ ΠΈΡΠ°Π»ΠΎΠ³ΠΎΠ²ΠΎΡΡΡΠΈΠΌΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ Ρ Π½Π°ΡΡΡΠ΅Π½ΠΈΡΠΌΠΈ Π·ΡΠ΅Π½ΠΈΡ
Π¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ β ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°ΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π ΠΠ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΡΠ°Π±ΠΎΡΡ Ρ ΠΈΡΠ°Π»ΠΎΠ³ΠΎΠ²ΠΎΡΡΡΠΈΠΌΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ Ρ Π½Π°ΡΡΡΠ΅Π½ΠΈΡΠΌΠΈ Π·ΡΠ΅Π½ΠΈΡ
ΠΠΈΠ±Π»Π΅ΠΉΡΠΊΠ°Ρ ΡΠΈΠΌΠ²ΠΎΠ»ΠΈΠΊΠ° Ρ Π»Π΅Π±Π° Π² ΠΎΠ±ΡΠ°Π·Π½ΡΡ ΡΡΠ΅Π΄ΡΡΠ²Π°Ρ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ²
ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΎ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΈ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·Π½ΡΡ
ΡΡΠ΅Π΄ΡΡΠ² ΡΠ·ΡΠΊΠ° ΠΈ ΡΠ΅ΡΠΈ, Π²ΡΡΠ°ΠΆΠ°ΡΡΠΈΡ
ΠΈΠ½ΠΎΡΠΊΠ°Π·Π°ΡΠ΅Π»ΡΠ½ΡΠ΅ (ΡΠΈΠ³ΡΡΠ°Π»ΡΠ½ΡΠ΅) ΡΠΌΡΡΠ»Ρ, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΡΠ΅ Π½Π° ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΈ ΡΠΈΠΌΠ²ΠΎΠ»ΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΏΠ΅ΡΠ΅ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠΈ ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΡΠ΅Π½ΠΎΠΌΠ΅Π½ΠΎΠ². ΠΠΏΠΈΡΠ°Π½Ρ Π°ΡΠΏΠ΅ΠΊΡΡ ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·Π° Ρ
Π»Π΅Π±Π° Π² ΡΡΡΡΠΊΠΎΠΌ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ°Ρ
, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΡΠ΅ Π΅Π΄ΠΈΠ½ΡΡΠ²ΠΎΠΌ Π΄ΡΡ
ΠΎΠ²Π½ΠΎ-ΡΠ΅Π»ΠΈΠ³ΠΈΠΎΠ·Π½ΠΎΠΉ Ρ
ΡΠΈΡΡΠΈΠ°Π½ΡΠΊΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΡΠ°Π΄ΠΈΡΠΈΠΈ. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΡΡΡ ΠΎΠ±ΡΠ½ΠΎΡΡΡ ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΠΈΡΡ
ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·Π° Π² Π±ΠΎΠ»Π΅Π΅ ΡΠΈΡΠΎΠΊΠΎΠΌ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅, Π²ΠΊΠ»ΡΡΠ°ΡΡΠ΅ΠΌ Π΄ΠΎΡ
ΡΠΈΡΡΠΈΠ°Π½ΡΠΊΠΈΠΉ ΠΏΠ΅ΡΠΈΠΎΠ΄ (Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π°ΡΡ
Π°ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΈΡΠΎΠ»ΠΎΠ³ΠΈΠΈ, Π°Π½ΡΠΈΡΠ½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ). Π‘ ΡΠ΅Π»ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Ρ
ΡΠΈΡΡΠΈΠ°Π½ΡΠΊΠΎΠΉ ΡΠΈΠΌΠ²ΠΎΠ»ΠΈΠΊΠΈ Π² ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΎΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½ΠΈΠΈ Ρ
Π»Π΅Π±Π° ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΡΡΡ Π°Π½Π°Π»ΠΈΠ· ΡΠΈΠΌΠ²ΠΎΠ»ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ·ΠΎΠ±ΡΠ°ΠΆΠ΅Π½ΠΈΡ ΡΡΠΎΠ³ΠΎ ΠΏΡΠΎΠ΄ΡΠΊΡΠ° Π² Π±ΠΈΠ±Π»Π΅ΠΉΡΠΊΠΈΡ
ΡΠ΅ΠΊΡΡΠ°Ρ
; ΠΈΠ·ΡΡΠ°ΡΡΡΡ ΡΠ΅ΠΌΠ°Π½ΡΠΈΠΊΠ° ΠΈ ΡΠ΅ΠΊΡΡΠΎΠ²ΠΎΠ΅ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΠ±ΡΠ°Π·Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ²ΡΡ
Π΅Π΄ΠΈΠ½ΠΈΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΡΠ°Π½ΡΠ»ΠΈΡΡΡΡ Π±ΠΈΠ±Π»Π΅ΠΉΡΠΊΠΈΠ΅ ΡΠΈΠΌΠ²ΠΎΠ»Ρ Π² ΡΡΡΡΠΊΠΎΠΌ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠΌ Π»Π΅ΠΊΡΠΈΠΊΠΎΠ½Π°Ρ
ΠΈ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠΈ. Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠΎΠ΄Π΅Π»ΠΈ, Π΄Π»Ρ ΠΊΠΎΡΠΎΡΡΡ
ΠΎΠ±ΡΠ°Π· Ρ
Π»Π΅Π±Π° ΡΠ»ΡΠΆΠΈΡ ΠΈΡΡ
ΠΎΠ΄Π½ΡΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΠΌ Π΄ΠΎΠΌΠ΅Π½ΠΎΠΌ, ΡΠ΅ΡΠ΅Π· ΠΊΠΎΡΠΎΡΡΠΉ ΠΎΡΠΌΡΡΠ»ΠΈΠ²Π°ΡΡΡΡ ΡΠ²Π»Π΅Π½ΠΈΡ Π΄ΡΡΠ³ΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΡ
ΡΡΠ΅Ρ-ΠΌΠΈΡΠ΅Π½Π΅ΠΉ: Β«ΠΠ»Π°Π³ΠΎΠΏΠΎΠ»ΡΡΠΈΠ΅ β ΡΡΠΎ Π₯Π»Π΅Π±Β», Β«Π Π°Π±ΠΎΡΠ° β ΡΡΠΎ Π₯Π»Π΅Π±Β», Β«ΠΡΡ
ΠΎΠ²Π½Π°Ρ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡ β ΡΡΠΎ Π₯Π»Π΅Π±Β» ΠΈ Π΄Ρ. ΠΠΈΡΠΊΡΡΡΠΈΠ²Π½ΠΎΠ΅ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΠ±ΡΠ°Π·Π° Ρ
Π»Π΅Π±Π° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΎ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΡΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·Π½ΡΡ
ΡΠ»ΠΎΠ² ΠΈ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΠΉ Π² Ρ
ΡΠ΄ΠΎΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΈ ΠΏΡΠ±Π»ΠΈΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΠΊΡΡΠ°Ρ
. ΠΠ΅Π»Π°Π΅ΡΡΡ Π²ΡΠ²ΠΎΠ΄ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ΠΌ ΠΎ Ρ
Π»Π΅Π±Π΅ ΡΠ²ΡΠ·Π°Π½Π° ΡΠ΅Π»Π°Ρ ΡΠΈΡΡΠ΅ΠΌΠ° ΠΎΠ±ΡΠΈΡ
Π΄Π»Ρ ΡΡΡΡΠΊΠΎΠΉ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠΉ ΠΊΡΠ»ΡΡΡΡ ΡΠΈΠΌΠ²ΠΎΠ»ΠΎΠ² ΠΈ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ, ΠΊΠΎΡΠΎΡΠ°Ρ Π²Π΅ΡΠ±Π°Π»ΡΠ½ΠΎ ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²ΠΈΡΡΠ΅ΡΡΡ Π² ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ΅ ΠΎΠ±ΡΠ°Π·Π½ΡΡ
Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
Π΅Π΄ΠΈΠ½ΠΈΡ ΠΎΠ±ΠΎΠΈΡ
ΡΠ·ΡΠΊΠΎΠ² Π² ΠΈΡ
ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠΎΡΡΠΎΡΠ½ΠΈΠΈ. ΠΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·Π° Ρ
Π»Π΅Π±Π° ΠΎΠ±ΡΡΡΠ½ΡΠ΅ΡΡΡ Π΄Π²ΡΠΌΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌΠΈ ΡΠ°ΠΊΡΠΎΡΠ°ΠΌΠΈ: Π·Π΅ΠΌΠ»Π΅Π΄Π΅Π»ΡΡΠ΅ΡΠΊΠΈΠΌ ΠΏΡΠΎΠΈΡΡ
ΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ΠΌ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠ³ΠΎ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΊΠ»Π°Π΄Π° ΠΈ Π²Π»ΠΈΡΠ½ΠΈΠ΅ΠΌ Ρ
ΡΠΈΡΡΠΈΠ°Π½ΡΠΊΠΎΠΉ ΡΡΠ°Π΄ΠΈΡΠΈΠΈ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΡΡΠΊΠΎΠΉ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠΉ ΠΊΡΠ»ΡΡΡΡ
ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ Ρ Π»Π΅Π±Π° Π² ΠΎΠ±ΡΠ°Π·Π½ΠΎΠΌ ΡΠ»ΠΎΠ²Π°ΡΠ½ΠΎΠΌ ΡΠΎΡΡΠ°Π²Π΅ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ²
Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π»Π΅ΠΊΡΠΈΠΊΠΎ-ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
Π΅Π΄ΠΈΠ½ΠΈΡ, ΡΠ΅Π°Π»ΠΈΠ·ΡΡΡΠΈΡ
ΠΎΠ±ΡΠ°Π· Ρ
Π»Π΅Π±Π° Π² ΡΡΡΡΠΊΠΎΠΌ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ°Ρ
. ΠΠΏΠΈΡΡΠ²Π°Π΅ΡΡΡ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΎΠ±ΡΠ°Π·Π½Π°Ρ ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΠ° Π₯ΠΠΠ / PANE, ΠΊΠΎΡΠΎΡΠ°Ρ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ, ΡΡΠΎ ΠΎΠ±ΡΠ°Π· Ρ
Π»Π΅Π±Π° ΡΠ»ΡΠΆΠΈΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΠΌ Π΄ΠΎΠΌΠ΅Π½ΠΎΠΌ Π΄Π»Ρ ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΡ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠ²Π»Π΅Π½ΠΈΠΉ
ΠΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΡΠ΅ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ ΠΎΠ±ΡΠ°Π·Π½ΠΎΠ³ΠΎ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΠ² Β«Π·Π΅ΡΠ½ΠΎΒ» ΠΈ Β«ΠΌΡΠΊΠ°Β» Π² ΡΡΡΡΠΊΠΎΠΌ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ°Ρ .
Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΎΠ±ΡΠΈΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠ², ΠΎΡΡΠ°Π·ΠΈΠ²ΡΠΈΡ
ΡΡ Π² ΠΎΠ±ΡΠ°Π·Π½ΠΎΠΌ ΠΏΠ΅ΡΠ΅ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠΈ ΡΠ°ΠΊΠΈΡ
ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ² ΠΏΠΈΡΠ°Π½ΠΈΡ, ΠΊΠ°ΠΊ Π·Π΅ΡΠ½ΠΎ, ΠΌΡΠΊΠ°, ΡΠ΅ΡΡΠΎ, Π² ΡΡΡΡΠΊΠΎΠΉ ΠΈ ΠΈΡΠ°Π»ΡΡΠ½ΡΠΊΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΠ΅, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΠΈ ΡΡΠΈΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ² Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΡ
ΡΠ·ΡΠΊΠ°Ρ