6 research outputs found
Formation of students' scientific thinking based on the learning of methods of the substance analysis
Introduction. In Federal State Standards of the Higher Education (FSS HE) of the natural-science and technical specialties and also in a number of the corresponding professional standards, the competence in the field of analytical chemistry is specified as one of the main qualification characteristics of an expert/university graduate. It is caused by interdisciplinarity of analytical chemistry and a wide range of application of analysis methods which are used today not only directly on chemical production, but also in power engineering, construction engineering, metallurgy, materials science, standardization, certification, and many other spheres. At the current time, however, there is a big gap between achievements of chemical science and content of high school discipline that reduces quality of staff training demanded in labour market. This discrepancy is caused both by preservation of traditional methodology of teaching chemistry and the reasons of the methodical plan. The aim of the publication is to search for more effective and productive ways of mastering the educational material that is relevant for acquiring the qualifications required from the university graduate. Methodology and research methods. Methodological framework of the article involves the concepts of chemical and natural-science education at the higher school; the principles of the system-based, cognitive, practice-focused and competence-based training. Results and scientific novelty. On the basis of the review and generalization of scientific and methodological resources on the theory and practice of application of the analysis methods of substances from didactic positions, a number of these methods have been singled out and compared; their role and features in determination of a molecule structure and other characteristics of an individual substance and its solutions have been shown. Despite the fact that the work is carried out using known methods of analysis, such a generalization makes it possible to more clearly understand the principles of the choice of a method and the method importance according to the purposes and specifics of the studied object that is essential for formation of research skills during training, as well as for formation of scientific thinking and the required qualification acquisition by graduates of the natural-science and technical specialties. In order to update the acquired knowledge, the examples illustrating applied use of various analysis methods in modern research and production practice have been collected. Tables have been made for a faster perception of the material by methods of analysis for the purpose of an informed choice of the method. Reliance on the principle of tabular collection of material makes it easier to understand the individuality of the method; allows teachers to reduce their workload; and on the part of students, to shorten the time and simplify the procedure of choosing the method of chemical, physicochemical and/or physical analysis. Practical significance. The work is compiled in accordance with the State General Educational Standards of Higher Professional Education, and can be recommended to practising and beginning teachers of higher education institutions, as well as graduate students of chemical specialties. The materials presented in the article can assist in designing the curricula of chemical disciplines or modules of educational programs. Β© 2018 Obrazovanie i Nauka. All rights reserved
Purification of the silica-containing residue after nitric acid leaching of serpentinite
Π€ΠΈΠ·ΠΈΠΊΠΎ-Ρ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠΏΠΎΡΠΎΠ±Π°ΠΌΠΈ Π±ΡΠ» ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ Ρ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΠΌΠΈΠ½Π΅ΡΠ°Π»ΡΠ½ΡΠΉ ΡΠΎΡΡΠ°Π² ΡΠ΅ΡΠΏΠ΅Π½ΡΠΈΠ½ΠΈΡΠ° ΠΠ°ΠΆΠ΅Π½ΠΎΠ²ΡΠΊΠΎΠ³ΠΎ ΠΌΠ΅ΡΡΠΎΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ ΠΈ ΠΊΡΠ΅ΠΌΠ½Π΅Π·Π΅ΠΌΠΈΡΡΠΎΠ³ΠΎ ΠΎΡΡΠ°ΡΠΊΠ°, ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΏΡΠΈ Π°Π·ΠΎΡΠ½ΠΎΠΊΠΈΡΠ»ΠΎΡΠ½ΠΎΠΌ Π²ΡΡΠ΅Π»Π°ΡΠΈΠ²Π°Π½ΠΈΠΈ ΡΡΡΡΡ. ΠΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ Ρ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΠΌΠΈΠ½Π΅ΡΠ°Π»ΡΠ½ΡΠΉ ΡΠΎΡΡΠ°Π² ΠΊΡΠ΅ΠΌΠ½Π΅Π·Π΅ΠΌΠ° ΠΈ ΠΌΠ°Π³Π½ΠΈΡΠ½ΠΎΠΉ ΡΡΠ°ΠΊΡΠΈΠΈ, Π²ΡΠ΄Π΅Π»Π΅Π½Π½ΡΡ
ΠΏΡΠΈ ΠΌΠ°Π³Π½ΠΈΡΠ½ΠΎΠΉ ΡΠ΅ΠΏΠ°ΡΠ°ΡΠΈΠΈ ΠΊΡΠ΅ΠΌΠ½Π΅Π·Π΅ΠΌΠΈΡΡΠΎΠ³ΠΎ ΠΎΡΡΠ°ΡΠΊΠ°. ΠΡΠΎΠ²Π΅Π΄Π΅Π½ΠΎ ΠΏΠΎΠ²ΡΠΎΡΠ½ΠΎΠ΅ ΠΊΠΈΡΠ»ΠΎΡΠ½ΠΎΠ΅ Π²ΡΡΠ΅Π»Π°ΡΠΈΠ²Π°Π½ΠΈΠ΅ ΠΊΡΠ΅ΠΌΠ½Π΅Π·Π΅ΠΌΠ° ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ Ρ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΈΠΉ ΡΠΎΡΡΠ°Π² ΡΠ²Π΅ΡΠ΄ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΄ΡΠΊΡΠ°.The chemical and mineral composition of serpentinite from Bazhenovsky deposit, siliceous residue obtained by nitric acid leaching of raw materials was determined using physicochemical methods. The chemical and mineral composition of silica and magnetic fractions obtained by magnetic separation of silica residue was determined. A repeated acid leaching of silica was carried out and chemical composition of the solid product was defined
Studentsβ Mastering of Structural Analysis of Substance as a Method to Form Future Specialistsβ Scientific Thinking. Part II
Introduction. In todayβs knowledge society, the amount of scientific-applied information, which university graduates have to acquire, continues to increase continuously. There is a concurrent reduction in the number of study hours to undertake educational programmes in order to increase the hours for studentsβ independent work. Against this background, higher school is required to increase future expertsβ competencies. Therefore, the content of fundamental and special disciplines of entire period of training and independent work of students should be thoroughly coordinated by increasing studentsβ motivation to self-education and self-development. Classroom-based and independent learning of disciplines and sections of fundamental academic courses, especially chemistry, is impossible without formation of studentsβ scientific thinking. Today, it is difficult to consider the activity of most professionals without the ability to think scientifically: active expansion of science into professional sphere has a strong tendency to be increased.The aim of the present research is to show the possibilities of formation and development of scientific thinking in the students of natural-scientific and technical directions of education using the example of studying of one of the elements of programmes in chemistry (the method of nuclear magnetic resonance (NMR) analysis).Methodology and research methods. The research was carried out on the basis of competency-based, systematic and interdisciplinary approaches. The methods of analysis, synthesis, integration, differentiation and compactification of fundamental knowledge and training material were used.Results and scientific novelty. The high potential of chemical education for formation of scientific thinking, subject content (chemical), natural-scientific and holistic scientific thinking is emphasised. However, chemistry education in higher education institution is complicated by the absence of the unified structure of fundamental preparation, the preservation of extensive approach to the content of chemical disciplines, the irrational organisation of studentsβ independent work, which now is accounted for a half of instructional time. Overcoming these problems lies in the dialectic unity of fundamental and practice-oriented knowledge, which is provided by the compliance with the principles of continuity and interdisciplinarity. It is necessary to provide deductive structurisation of training material in order to give integrity and systemacity to the content of education, without which it is impossible to create a comprehensive natural-scientific picture of the world in students. The key initial element of vocational training stimulating the formation of reflexive skills and scientific thinking of future experts is mastering by students of a categorical-conceptual framework of science, which is consistently and comprehensively revealed throughout a high school stage of education. The authors designated phases of development of scientific thinking (formal-logical, reflexive-theoretical, hypothetico-deductive thinking), which are not clearly differentiated due to interpenetration and entanglement of their components and identity of thought processes in terms of their speed and quality. However, the allocation of these stages allows to structure and to correct the content of educational material taking into account the characteristics and the level of studentsβ readiness.From these standpoints, the expediency of more detailed examination of the NMR method is proved within the disciplines such as βChemistryβ, βGeneral Chemistryβ, βInorganic Chemistryβ and βAnalytical Chemistryβ (a part of material about the NMR method can be worked out by students independently). This method, based on one phenomenon, includes hundreds of various types of the experiments, which are intended for receiving particular information. The NMR method is widely used both in scientific research, including masterβs thesis, and in the most various manufacturing spheres. Today, the spectroscopy of NMR is recognised as the most powerful informative and perspective method of structural analysis of substance. The fundamental nature, interdisciplinarity and universality of the method provide students with basic professional knowledge on physics, chemistry, medicine, biology, technology and ecology. The authors of the present research propose the option of configuration of educational information on NMR. According to the suggested version, the principle of work is the following: firstly, bachelors study the system of key concepts and terms, moving gradually from formal-logical to substantial generalisations; then, students learn to explain the phenomena scientifically and to make forecasts, and, as a result, they become the βownersβ of hypothetico-deductive thinking. The acquired competencies are the key to professional literacy, which is improved in masterβs degree programme, when the previously compactified scientific knowledge in a contracted form is developed in the form suitable for an optimal solution of a particular research or practical aim. The similar scheme of vocational training makes it possible to overcome traditional orientation of high school programmes of the natural-science block (i.e. retention of permanently growing amount of factual material).Practical significance. The research materials can be useful for methodologists of the higher school, for experts engaged in methodological development and the organisation of educational process, for high school teachers of chemistry and related disciplines, for post-graduate students and masterβs students of chemical and chemico-technological specialties as well
FORMATION OF STUDENTSβ SCIENTIFIC THINKING BASED ON THE LEARNING OF METHODS OF THE SUBSTANCE ANALYSIS
Introduction. In Federal State Standards of the Higher Education (FSS HE) of the natural-science and technical specialties and also in a number of the corresponding professional standards, the competence in the field of analytical chemistry is specified as one of the main qualification characteristics of an expert/university graduate. It is caused by interdisciplinarity of analytical chemistry and a wide range of application of analysis methods which are used today not only directly on chemical production, but also in power engineering, construction engineering, metallurgy, materials science, standardization, certification, and many other spheres. At the current time, however, there is a big gap between achievements of chemical science and content of high school discipline that reduces quality of staff training demanded in labour market. This discrepancy is caused both by preservation of traditional methodology of teaching chemistry and the reasons of the methodical plan. The aim of the publication is to search for more effective and productive ways of mastering the educational material that is relevant for acquiring the qualifications required from the university graduate. Methodology and research methods. Methodological framework of the article involves the concepts of chemical and natural-science education at the higher school; the principles of the system-based, cognitive, practice-focused and competence-based training. Results and scientific novelty. On the basis of the review and generalization of scientific and methodological resources on the theory and practice of application of the analysis methods of substances from didactic positions, a number of these methods have been singled out and compared; their role and features in determination of a molecule structure and other characteristics of an individual substance and its solutions have been shown. Despite the fact that the work is carried out using known methods of analysis, such a generalization makes it possible to more clearly understand the principles of the choice of a method and the method importance according to the purposes and specifics of the studied object that is essential for formation of research skills during training, as well as for formation of scientific thinking and the required qualification acquisition by graduates of the natural-science and technical specialties. In order to update the acquired knowledge, the examples illustrating applied use of various analysis methods in modern research and production practice have been collected. Tables have been made for a faster perception of the material by methods of analysis for the purpose of an informed choice of the method. Reliance on the principle of tabular collection of material makes it easier to understand the individuality of the method; allows teachers to reduce their workload; and on the part of students, to shorten the time and simplify the procedure of choosing the method of chemical, physicochemical and/or physical analysis. Practical significance. The work is compiled in accordance with the State General Educational Standards of Higher Professional Education, and can be recommended to practising and beginning teachers of higher education institutions, as well as graduate students of chemical specialties. The materials presented in the article can assist in designing the curricula of chemical disciplines or modules of educational programs
Students' mastering of structural analysis of substance as a method to form future specialists' scientific thinking Part I
Introduction. In today's knowledge society, the amount of scientific-applied information, which university graduates have to acquire, continues to increase continuously. There is a concurrent reduction in the number of study hours to undertake educational programmes in order to increase the hours for students' independent work. Against this background, higher school is required to increase future experts' competencies. Therefore, the content of fundamental and special disciplines of entire period of training and independent work of students should be thoroughly coordinated by increasing students' motivation to self-education and self-development. Classroom-based and independent learning of disciplines and sections of fundamental academic courses, especially chemistry, is impossible without formation of students' scientific thinking. Today, it is difficult to consider the activity of most professionals without the ability to think scientifically: active expansion of science into professional sphere has a strong tendency to be increased. The aim of the present research is to show the possibilities of formation and development of scientific thinking in the students of natural-scientific and technical directions of education using the example of studying of one of the elements of programmes in chemistry (the method of nuclear magnetic resonance (NMR) analysis). Methodology and research methods. The research was carried out on the basis of competency-based, systematic and interdisciplinary approaches. The methods of analysis, synthesis, integration, differentiation and compactification of fundamental knowledge and training material were used. Results and scientific novelty. The high potential of chemical education for formation of scientific thinking, subject content (chemical), natural-scientific and holistic scientific thinking is emphasised. However, chemistry education in higher education institution is complicated by the absence of the unified structure of fundamental preparation, the preservation of extensive approach to the content of chemical disciplines, the irrational organisation of students' independent work, which now is accounted for a half of instructional time. Overcoming these problems lies in the dialectic unity of fundamental and practice-oriented knowledge, which is provided by the compliance with the principles of continuity and interdisciplinarity. It is necessary to provide deductive structurisation of training material in order to give integrity and systemacity to the content of education, without which it is impossible to create a comprehensive natural-scientific picture of the world in students. The key initial element of vocational training stimulating the formation of reflexive skills and scientific thinking of future experts is mastering by students of a categorical-conceptual framework of science, which is consistently and comprehensively revealed throughout a high school stage of education. The authors designated phases of development of scientific thinking (formal-logical, reflexive-theoretical, hypothetico-deductive thinking), which are not clearly differentiated due to interpenetration and entanglement of their components and identity of thought processes in terms of their speed and quality. However, the allocation of these stages allows to structure and to correct the content of educational material taking into account the characteristics and the level of students' readiness. From these standpoints, the expediency of more detailed examination of the NMR method is proved within the disciplines such as βChemistryβ, βGeneral Chemistryβ, βInorganic Chemistryβ and βAnalytical Chemistryβ (a part of material about the NMR method can be worked out by students independently). This method, based on one phenomenon, includes hundreds of various types of the experiments, which are intended for receiving particular information. The NMR method is widely used both in scientific research, including master's thesis, and in the most various manufacturing spheres. Today, the spectroscopy of NMR is recognised as the most powerful informative and perspective method of structural analysis of substance. The fundamental nature, interdisciplinarity and universality of the method provide students with basic professional knowledge on physics, chemistry, medicine, biology, technology and ecology. The authors of the present research propose the option of configuration of educational information on NMR. According to the suggested version, the principle of work is the following: firstly, bachelors study the system of key concepts and terms, moving gradually from formal-logical to substantial generalisations; then, students learn to explain the phenomena scientifically and to make forecasts, and, as a result, they become the βownersβ of hypothetico-deductive thinking. The acquired competencies are the key to professional literacy, which is improved in master's degree programme, when the previously compactified scientific knowledge in a contracted form is developed in the form suitable for an optimal solution of a particular research or practical aim. The similar scheme of vocational training makes it possible to overcome traditional orientation of high school programmes of the natural-science block (i.e. retention of permanently growing amount of factual material). Practical significance. The research materials can be useful for methodologists of the higher school, for experts engaged in methodological development and the organisation of educational process, for high school teachers of chemistry and related disciplines, for post-graduate students and master's students of chemical and chemico-technological specialties as well. Β© 2019 Russian State Vocational Pedagogical University. All rights reserved
Studentsβ Mastering of Structural Analysis of Substance as a Method to Form Future Specialistsβ Scientific Thinking. Part I
Introduction. In todayβs knowledge society, the amount of scientificapplied information, which university graduates have to acquire, continues to increase continuously. There is a concurrent reduction in the number of study hours to undertake educational programmes in order to increase the hours for studentsβ independent work. Against this background, higher school is required to increase future expertsβ competencies. Therefore, the content of fundamental and special disciplines of entire period of training and independent work of students should be thoroughly coordinated by increasing studentsβ motivation to self-education and self-development. Classroom-based and independent learning of disciplines and sections of fundamental academic courses, especially chemistry, is impossible without formation of studentsβ scientific thinking. Today, it is difficult to consider the activity of most professionals without the ability to think scientifically: active expansion of science into professional sphere has a strong tendency to be increased.The aim of the present research is to show the possibilities of formation and development of scientific thinking in the students of natural-scientific and technical directions of education using the example of studying of one of the elements of programmes in chemistry (the method of nuclear magnetic resonance (NMR) analysis).Methodology and research methods. The research was carried out on the basis of competency-based, systematic and interdisciplinary approaches. The methods of analysis, synthesis, integration, differentiation and compactification of fundamental knowledge and training material were used.Results and scientific novelty. The high potential of chemical education for formation of scientific thinking, subject content (chemical), natural-scientific and holistic scientific thinking is emphasised. However, chemistry education in higher education institution is complicated by the absence of the unified structure of fundamental preparation, the preservation of extensive approach to the content of chemical disciplines, the irrational organisation of studentsβ independent work, which now is accounted for a half of instructional time. Overcoming these problems lies in the dialectic unity of fundamental and practice-oriented knowledge, which is provided by the compliance with the principles of continuity and interdisciplinarity. It is necessary to provide deductive structurisation of training material in order to give integrity and systemacity to the content of education, without which it is impossible to create a comprehensive natural-scientific picture of the world in students. The key initial element of vocational training stimulating the formation of reflexive skills and scientific thinking of future experts is mastering by students of a categoricalconceptual framework of science, which is consistently and comprehensively revealed throughout a high school stage of education. The authors designated phases of development of scientific thinking (formal-logical, reflexive-theoretical, hypotheticodeductive thinking), which are not clearly differentiated due to interpenetration and entanglement of their components and identity of thought processes in terms of their speed and quality. However, the allocation of these stages allows to structure and to correct the content of educational material taking into account the characteristics and the level of studentsβ readiness. From these standpoints, the expediency of more detailed examination of the NMR method is proved within the disciplines such as βChemistryβ, βGeneral Chemistryβ, βInorganic Chemistryβ and βAnalytical Chemistryβ (a part of material about the NMR method can be worked out by students independently). This method, based on one phenomenon, includes hundreds of various types of the experiments, which are intended for receiving particular information. The NMR method is widely used both in scientific research, including masterβs thesis, and in the most various manufacturing spheres. Today, the spectroscopy of NMR is recognised as the most powerful informative and perspective method of structural analysis of substance. The fundamental nature, interdisciplinarity and universality of the method provide students with basic professional knowledge on physics, chemistry, medicine, biology, technology and ecology. The authors of the present research propose the option of configuration of educational information on NMR. According to the suggested version, the principle of work is the following: firstly, bachelors study the system of key concepts and terms, moving gradually from formal-logical to substantial generalisations; then, students learn to explain the phenomena scientifically and to make forecasts, and, as a result, they become the βownersβ of hypothetico-deductive thinking. The acquired competencies are the key to professional literacy, which is improved in masterβs degree programme, when the previously compactified scientific knowledge in a contracted form is developed in the form suitable for an optimal solution of a particular research or practical aim. The similar scheme of vocational training makes it possible to overcome traditional orientation of high school programmes of the natural-science block (i.e. retention of permanently growing amount of factual material).Practical significance. The research materials can be useful for methodologists of the higher school, for experts engaged in methodological development and the organisation of educational process, for high school teachers of chemistry and related disciplines, for post-graduate students and masterβs students of chemical and chemico-technological specialties as well.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅ Π·Π½Π°Π½ΠΈΠΉ ΠΎΠ±ΡΠ΅ΠΌ Π½Π°ΡΡΠ½ΠΎ-ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, ΠΊΠΎΡΠΎΡΠΎΠΉ Π΄ΠΎΠ»ΠΆΠ΅Π½ Π²Π»Π°Π΄Π΅ΡΡ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊ Π²ΡΠ·Π°, ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠ°Π΅Ρ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎ ΡΠ²Π΅Π»ΠΈΡΠΈΠ²Π°ΡΡΡΡ. ΠΠ΄Π½ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎ ΡΠΎΠΊΡΠ°ΡΠ°Π΅ΡΡΡ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ Π°ΡΠ΄ΠΈΡΠΎΡΠ½ΡΡ
ΡΠ°ΡΠΎΠ², ΠΎΡΠΏΡΡΠ΅Π½Π½ΡΡ
Π½Π° ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ, Π² ΠΏΠΎΠ»ΡΠ·Ρ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ. ΠΠ° ΡΡΠΎΠΌ ΡΠΎΠ½Π΅ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Π΅ Π²ΡΠ΄Π²ΠΈΠ³Π°Π΅ΡΡΡ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ², Π²ΡΠΏΠΎΠ»Π½ΠΈΡΡ ΠΊΠΎΡΠΎΡΠΎΠ΅ ΠΌΠΎΠΆΠ½ΠΎ, ΡΠΎΠ»ΡΠΊΠΎ Π΅ΡΠ»ΠΈ ΡΠ΅ΡΠ½ΠΎ ΡΠ²ΡΠ·Π°ΡΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
, ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΡΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½ Π²ΡΠ΅Π³ΠΎ ΡΠΈΠΊΠ»Π° ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΡΡΠΈΠ»ΠΈΠ² ΠΈΡ
ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ ΠΊ ΡΠ°ΠΌΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ°ΠΌΠΎΡΠ°Π·Π²ΠΈΡΠΈΡ. Π Π°ΡΠ΄ΠΈΡΠΎΡΠ½ΠΎΠ΅, ΠΈ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΠ΅ ΡΠ΅ΠΌ ΠΈ ΡΠ°Π·Π΄Π΅Π»ΠΎΠ² ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
ΠΊΡΡΡΠΎΠ², ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎ Ρ
ΠΈΠΌΠΈΠΈ, Π½Π΅Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ Π±Π΅Π· ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ. ΠΠ΅Π· ΡΠΌΠ΅Π½ΠΈΡ ΠΌΡΡΠ»ΠΈΡΡ Π½Π°ΡΡΠ½ΠΎ ΡΠ΅Π³ΠΎΠ΄Π½Ρ ΡΠ»ΠΎΠΆΠ½ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΡ ΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²Π° ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎΠ² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΠΎΠ²: Π°ΠΊΡΠΈΠ²Π½Π°Ρ ΡΠΊΡΠΏΠ°Π½ΡΠΈΡ Π½Π°ΡΠΊΠΈ Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ ΡΡΠ΅ΡΡ ΠΈΠΌΠ΅Π΅Ρ ΡΡΠΊΠΎ Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΡΡ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΡ ΠΊ Π²ΠΎΠ·ΡΠ°ΡΡΠ°Π½ΠΈΡ. Π¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ β ΠΏΠΎΠΊΠ°Π·Π°ΡΡ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΈΠ· ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΏΠΎ Ρ
ΠΈΠΌΠΈΠΈ (ΠΌΠ΅ΡΠΎΠ΄Π° Π°Π½Π°Π»ΠΈΠ·Π° ΡΠ΄Π΅ΡΠ½ΠΎΠ³ΠΎ ΠΌΠ°Π³Π½ΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠ΅Π·ΠΎΠ½Π°Π½ΡΠ° β Π―ΠΠ ) Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ-Π½Π°ΡΡΠ½ΡΡ
ΠΈ ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΎ Ρ ΠΎΠΏΠΎΡΠΎΠΉ Π½Π° ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ½ΡΠΉ, ΡΠΈΡΡΠ΅ΠΌΠ½ΡΠΉ ΠΈ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΠΌΠ΅ΡΠΎΠ΄Ρ Π°Π½Π°Π»ΠΈΠ·Π°, ΡΠΈΠ½ΡΠ΅Π·Π°, ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ, Π΄ΠΈΡΡΠ΅ΡΠ΅Π½ΡΠΈΠ°ΡΠΈΠΈ ΠΈ ΠΊΠΎΠΌΠΏΠ°ΠΊΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
Π·Π½Π°Π½ΠΈΠΉ ΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°Π΅ΡΡΡ Π±ΠΎΠ»ΡΡΠΎΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» Ρ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π΄Π»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΠΈΡΠΎΠ²ΠΎΠ·Π·ΡΠ΅Π½ΠΈΡ, ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎΠ³ΠΎ (Ρ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ), Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ-Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΠ΅Π»ΠΎΡΡΠ½ΠΎΠ³ΠΎ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ. ΠΠ΄Π½Π°ΠΊΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ Ρ
ΠΈΠΌΠΈΠΈ Π² Π²ΡΠ·Π΅ ΠΎΡΠ»ΠΎΠΆΠ½ΡΠ΅ΡΡΡ ΠΎΡΡΡΡΡΡΠ²ΠΈΠ΅ΠΌ ΡΠ½ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΡΡΡΡΠΊΡΡΡΡ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ, ΡΠΎΡ
ΡΠ°Π½Π΅Π½ΠΈΠ΅ΠΌ ΡΠΊΡΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π±Π»ΠΎΠΊΠ° Ρ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½, Π½Π΅ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², Π½Π° ΠΊΠΎΡΠΎΡΡΡ ΡΠ΅ΠΉΡΠ°Ρ ΠΏΡΠΈΡ
ΠΎΠ΄ΠΈΡΡΡ ΠΏΡΠΈΠΌΠ΅ΡΠ½ΠΎ ΠΏΠΎΠ»ΠΎΠ²ΠΈΠ½Π° ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ. ΠΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΠ΅ ΡΡΠΈΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ Π»Π΅ΠΆΠΈΡ Π² ΠΏΠ»ΠΎΡΠΊΠΎΡΡΠΈ Π΄ΠΈΠ°Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΅Π΄ΠΈΠ½ΡΡΠ²Π° ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
ΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π·Π½Π°Π½ΠΈΠΉ, ΠΊΠΎΡΠΎΡΠΎΠ΅ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°Π΅ΡΡΡ, Π΅ΡΠ»ΠΈ Π² ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ ΡΠΎΠ±Π»ΡΠ΄Π°ΡΡΡΡ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ ΠΏΡΠ΅Π΅ΠΌΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ ΠΈ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΡΡΠΈ. Π§ΡΠΎΠ±Ρ ΠΏΡΠΈΠ΄Π°ΡΡ ΡΠ΅Π»ΠΎΡΡΠ½ΠΎΡΡΡ ΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΡΡΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π±Π΅Π· ΠΊΠΎΡΠΎΡΡΡ
Π½Π΅Π»ΡΠ·Ρ ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°ΡΡ Ρ ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΏΠΎΠ»Π½ΠΎΡΠ΅Π½Π½ΡΡ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ-Π½Π°ΡΡΠ½ΡΡ ΠΊΠ°ΡΡΠΈΠ½Ρ ΠΌΠΈΡΠ°, Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ Π΄Π΅Π΄ΡΠΊΡΠΈΠ²Π½ΠΎΠ΅ ΡΡΡΡΠΊΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°. Π‘ΡΠ΅ΡΠΆΠ½Π΅Π²ΡΠΌ, Π½Π°ΡΠ°Π»ΡΠ½ΡΠΌ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ, ΡΡΠΈΠΌΡΠ»ΠΈΡΡΡΡΠΈΠΌ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ², Π΄ΠΎΠ»ΠΆΠ½ΠΎ Π±ΡΡΡ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΠ΅ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΏΠΎΠ½ΡΡΠΈΠΉΠ½ΠΎΠ³ΠΎ Π°ΠΏΠΏΠ°ΡΠ°ΡΠ° Π½Π°ΡΠΊΠΈ, ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎ ΠΈ Π²ΡΠ΅ΡΡΠΎΡΠΎΠ½Π½Π΅ ΡΠ°ΡΠΊΡΡΠ²Π°ΡΡΠ΅Π³ΠΎΡΡ Π½Π° ΠΏΡΠΎΡΡΠΆΠ΅Π½ΠΈΠΈ Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠ³ΠΎ ΡΠΈΠΊΠ»Π°. ΠΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ ΡΠ°Π·Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ (ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎ-Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅, ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎ-ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ΅, Π³ΠΈΠΏΠΎΡΠ΅ΡΠΈΠΊΠΎ-Π΄Π΅Π΄ΡΠΊΡΠΈΠ²Π½ΠΎΠ΅ ΠΌΡΡΠ»Π΅Π½ΠΈΠ΅), ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠ΅ΡΠΊΠΎ Π½Π΅ ΡΠ°Π·Π³ΡΠ°Π½ΠΈΡΠΈΠ²Π°ΡΡΡΡ Π² ΡΠΈΠ»Ρ Π²Π·Π°ΠΈΠΌΠΎΠΏΡΠΎΠ½ΠΈΠΊΠ½ΠΎΠ²Π΅Π½ΠΈΡ ΠΈ ΠΏΠ΅ΡΠ΅ΠΏΠ»Π΅ΡΠ΅Π½ΠΈΡ ΠΈΡ
ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΡ
ΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΡΡΠΈ ΠΌΡΡΠ»ΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΠΏΠΎ ΡΠΊΠΎΡΠΎΡΡΠΈ ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Ρ ΠΏΡΠΎΡΠ΅ΠΊΠ°Π½ΠΈΡ. ΠΠ΄Π½Π°ΠΊΠΎ Π²ΡΠ΄Π΅Π»Π΅Π½ΠΈΠ΅ ΡΡΠΈΡ
ΡΡΠ°ΠΏΠΎΠ² ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΡΡΡΡΠΊΡΡΡΠΈΡΠΎΠ²Π°ΡΡ ΠΈ ΠΏΡΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡΠΎΠ²Π°ΡΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° Ρ ΡΡΠ΅ΡΠΎΠΌ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΠΈ ΡΡΠΎΠ²Π½Ρ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²Π»Π΅Π½Π½ΠΎΡΡΠΈ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ. ΠΠΌΠ΅Π½Π½ΠΎ Ρ ΡΡΠΈΡ
ΠΏΠΎΠ·ΠΈΡΠΈΠΉ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π° ΡΠ΅Π»Π΅ΡΠΎΠΎΠ±ΡΠ°Π·Π½ΠΎΡΡΡ Π±ΠΎΠ»Π΅Π΅ Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½ Β«Π₯ΠΈΠΌΠΈΡΒ», Β«ΠΠ±ΡΠ°Ρ Ρ
ΠΈΠΌΠΈΡΒ», Β«ΠΠ΅ΠΎΡΠ³Π°Π½ΠΈΡΠ΅ΡΠΊΠ°Ρ Ρ
ΠΈΠΌΠΈΡΒ» ΠΈ Β«ΠΠ½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠ°Ρ Ρ
ΠΈΠΌΠΈΡΒ» ΠΌΠ΅ΡΠΎΠ΄Π° Π―ΠΠ , ΡΠ°ΡΡΡ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° ΠΎ ΠΊΠΎΡΠΎΡΠΎΠΌ ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΠΏΡΠΎΡΠ°Π±ΠΎΡΠ°Π½Π° ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎ. ΠΠ΅ΡΠΎΠ΄, Π²ΠΊΠ»ΡΡΠ°ΡΡΠΈΠΉ ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΡΠ΅ Π½Π° ΠΎΠ΄Π½ΠΎΠΌ ΡΠ²Π»Π΅Π½ΠΈΠΈ ΡΠΎΡΠ½ΠΈ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·Π½ΡΡ
ΡΠΈΠΏΠΎΠ² ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠΎΠ², ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½Π½ΡΡ
Π΄Π»Ρ ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΡ ΠΊΠ°ΠΆΠ΄ΡΠΉ ΡΠ°Π· ΠΊΠ°ΠΊΠΎΠΉ-ΡΠΎ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΠΎΠΉ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, ΡΠΈΡΠΎΠΊΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΡΡΡ ΠΊΠ°ΠΊ Π² Π½Π°ΡΡΠ½ΡΡ
, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ Π² ΠΌΠ°Π³ΠΈΡΡΠ΅ΡΡΠΊΠΈΡ
, ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
, ΡΠ°ΠΊ ΠΈ Π² ΡΠ°ΠΌΡΡ
ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·Π½ΡΡ
ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΡΡ
ΡΡΠ΅ΡΠ°Ρ
. Π‘Π΅Π³ΠΎΠ΄Π½Ρ ΡΠΏΠ΅ΠΊΡΡΠΎΡΠΊΠΎΠΏΠΈΡ Π―ΠΠ ΠΏΡΠΈΠ·Π½Π°Π΅ΡΡΡ ΡΠ°ΠΌΡΠΌ ΠΌΠΎΡΠ½ΡΠΌ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠ²Π½ΡΠΌ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠΌ Π°Π½Π°Π»ΠΈΠ·Π° ΡΡΡΠΎΠ΅Π½ΠΈΡ Π²Π΅ΡΠ΅ΡΡΠ²Π°. Π€ΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΡΡΡ, ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΡΡΡ ΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΌΠ΅ΡΠΎΠ΄Π° ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°ΡΡ Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΏΡΠΈ Π·Π½Π°ΠΊΠΎΠΌΡΡΠ²Π΅ Ρ Π½ΠΈΠΌ Π±Π°Π·ΠΎΠ²ΡΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠ΅ Π·Π½Π°Π½ΠΈΡ ΠΏΠΎ ΡΠΈΠ·ΠΈΠΊΠ΅, Ρ
ΠΈΠΌΠΈΠΈ, ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Π΅, Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΠΈ, ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈ ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΠΈ. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ Π²Π°ΡΠΈΠ°Π½Ρ ΠΊΠΎΠΌΠΏΠΎΠ½ΠΎΠ²ΠΊΠΈ ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΎ Π―ΠΠ , ΡΠΎΠ³Π»Π°ΡΠ½ΠΎ ΠΊΠΎΡΠΎΡΠΎΠΌΡ Π±Π°ΠΊΠ°Π»Π°Π²ΡΡ ΡΠ½Π°ΡΠ°Π»Π° ΠΏΠΎΡΡΠΈΠ³Π°ΡΡ Π°Π·Ρ Π°Π½Π°Π»ΠΈΠ·Π° ΡΡΡΡΠΊΡΡΡΡ Π²Π΅ΡΠ΅ΡΡΠ²Π°, ΠΎΡΠ²Π°ΠΈΠ²Π°ΡΡ ΡΠΈΡΡΠ΅ΠΌΡ ΠΊΠ»ΡΡΠ΅Π²ΡΡ
ΠΏΠΎΠ½ΡΡΠΈΠΉ ΠΈ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ² ΠΈ, ΠΏΠΎΡΡΠ΅ΠΏΠ΅Π½Π½ΠΎ ΠΏΡΠΎΠ΄Π²ΠΈΠ³Π°ΡΡΡ ΠΎΡ ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎ-Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΡΠΌ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΡΠΌ, ΡΡΠ°ΡΡΡ Π½Π°ΡΡΠ½ΠΎ ΠΎΠ±ΡΡΡΠ½ΡΡΡ ΡΠ²Π»Π΅Π½ΠΈΡ ΠΈ Π΄Π΅Π»Π°ΡΡ ΠΏΡΠΎΠ³Π½ΠΎΠ·Ρ, Ρ. Π΅. Π² ΠΈΡΠΎΠ³Π΅ ΡΡΠ°Π½ΠΎΠ²ΡΡΡΡ ΠΎΠ±Π»Π°Π΄Π°ΡΠ΅Π»ΡΠΌΠΈ Π³ΠΈΠΏΠΎΡΠ΅ΡΠΈΠΊΠΎ-Π΄Π΅Π΄ΡΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ. ΠΡΠΈΠΎΠ±ΡΠ΅ΡΠ΅Π½Π½ΡΠ΅ ΡΠ°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΡΠ²Π»ΡΡΡΡΡ Π·Π°Π»ΠΎΠ³ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΡΡΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΡΠ΅ΡΡΡ Π² ΠΌΠ°Π³ΠΈΡΡΡΠ°ΡΡΡΠ΅, ΠΊΠΎΠ³Π΄Π° ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠ°Π½Π΅Π΅ Π² ΡΠ²Π΅ΡΠ½ΡΡΠΎΠΌ Π²ΠΈΠ΄Π΅ ΠΊΠΎΠΌΠΏΠ°ΠΊΡΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ Π½Π°ΡΡΠ½ΡΠ΅ Π·Π½Π°Π½ΠΈΡ ΡΠ°Π·Π²ΠΎΡΠ°ΡΠΈΠ²Π°ΡΡΡΡ Π² ΡΠΎΡΠΌΡ, ΠΏΡΠΈΠ³ΠΎΠ΄Π½ΡΡ Π΄Π»Ρ ΠΎΠΏΡΠΈΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΠΎΠΉ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ ΠΈΠ»ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ. ΠΠΎΠ΄ΠΎΠ±Π½Π°Ρ ΡΡ
Π΅ΠΌΠ° ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅ΡΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΡ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΡ Π²ΡΠ·ΠΎΠ²ΡΠΊΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ-Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ Π±Π»ΠΎΠΊΠ° Π½Π° ΡΡΠ²ΠΎΠ΅Π½ΠΈΠ΅ ΠΏΠ΅ΡΠΌΠ°Π½Π΅Π½ΡΠ½ΠΎ ΠΏΡΠΈΡΠ°ΡΡΠ°ΡΡΠ΅ΠΉ ΠΌΠ°ΡΡΡ ΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΡΡΠ°ΡΡΠΈ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΏΠΎΠ»Π΅Π·Π½Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³Π°ΠΌ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ, ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ°ΠΌ, Π·Π°Π½ΠΈΠΌΠ°ΡΡΠΈΠΌΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ°ΠΌΠΈ ΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, Π²ΡΠ·ΠΎΠ²ΡΠΊΠΈΠΌ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΠΌ Ρ
ΠΈΠΌΠΈΠΈ ΠΈ ΡΠΌΠ΅ΠΆΠ½ΡΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½, Π° ΡΠ°ΠΊΠΆΠ΅ Π°ΡΠΏΠΈΡΠ°Π½ΡΠ°ΠΌ ΠΈ ΠΌΠ°Π³ΠΈΡΡΡΠ°Π½ΡΠ°ΠΌ Ρ
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