E-ISSN:2149-4061 1

e-ISSN:2149-4061 1

Vol.2,2015 International Student Scientific Multilingual Journal of Ağrı İbrahim Çeçen University

(ISJICUA) Vol. 2, 2015

Head of Journal: Prof. Dr. İrfan ASLAN Coordinators of Journal: Arş. Gör. Salih ÖZYURT, Ahmed Osmanov KUYTOV, Clara Akhmetova, Kazakhstan E-mail: [email protected] Chief Editor: Telat YANIK E-mail: [email protected] Web page: http://www.agri.edu.tr/tr/kategori/ogrenci-dergisi-students-journal Vice Editor: Arş. Gör. Salih ÖZYURT e-mail: [email protected] Editorial board: Prof. Dr. Irfan ASLAN, Prof. Dr. Kenan DEMİRAYAK, Ağrı İbrahim Çeçen Üniversity, Turkey Atatürk University, Turkey Prof. Dr. Elżbieta Lonc , Assit. Prof. Dr. Meral Dincer, Wrocław University, Poland Agri Ibrahim Cecen University, Turkey Prof. Dr. Byshov Nikolay Vladimirovich Ryazan Assit. Prof. Dr. Anca Sutan, State Agrotechnological University, Russia Piteşti University, Romania Prof. Dr. Ionel DIDEA, Assist. Prof. Dr. Bella Ivanova Tetevenska, Pitesti University, Romanya State University of Library Studies Prof. Dr. Fahri BAYIROĞLU and Information Technologies – Sofia Yıldırım Beyazid University, Turkey Muzaffer YANIK Prof. Dr. Zinaida Sabitova, Avans University, Higher Professional Education, Al-Farabi Kazakh National University, Kazakhstan Holland Prof. Dr. Vihren Bouzov, Dr. Titova Irina NIKOLAYEVNA, St. Cyril and St. Methodius University of Veliko Ryazan State Agrotechnological University, Russia Turnovo, Bulgaria Lec. Olga Volkova, Prof. Dr. Deyab Mohammed Saad Deyab El- Saidy, Ryazan State University, Russia Minufiya University, Shibin el-Kom, Egypt Lec. Zsófia Jász, Prof. Dr. Mehmet Yalçın, Kaposhvar University, Hungaria Ağrı İbrahim Çeçen Üniversity, Turkey Student Mila Borisenko, Ryazan State University, Russia (student represent)

English text editor: Russian text editor: Turkish tex editor: Aygul Salieva MEHMEDOVA Oliwia BOGUSZ, Bulgaria Yrd. Doç. Dr. Ayhan Bulut Nimetullah ALDEMİR Olga VOLKOVA, Russia Yrd. Doç. Dr. Yavuz Hatunoğlu Zsofia JASZ Clara Akhmetova, Kazakhstan Yrd. Doç. Dr. Fazile Nur EKİNCİ Murat GÜRBÜZ Genadi Bakalov BUTTERFLIES Борис Николов «Классики» аналитической философи Ve Vinogradov, Dmitriy Valerievich. Byshov, Nikolay Vladimirovich. BLACK SOIL ZONE PECULIAR Plamen Vasilev WHY LEARNIN Aygul Mehmedova DEVELOPING INCLUSIVE LEARNING ENVIRONMENTS About the Journal Co rteletskiy, Aleksandrovich.Igor ntents : ITIES OFSPRING RAPE HARVESTING

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Vol.2,2015

section,this philosophical, psychological, orsociological a political For view. of points own show to and presence author’s strong a with be should Manuscripts Essays: interested in. a contain form clearly should thesis, they and style scientific pure a in written be should Manuscripts interests. and field their with connected only, studies scientific and student publish we section, this In Science: Moremain the about sections papers.the issuecontainingan online Theversion, has as their journal w of copies threereceive will manuscripts accepted of Authors number. ISBN an has issue Each texts. t of issue Each yearThe journaltwice published is following apages, with the capacity: A5. 400 upto The official thejournal languages of are:Turkish,English and Russian. structureThe theJournal of also bepublished as copy hard profit.without will ISJICUA welcomed. are files media audio/video and modeling 3D GIS, materials. print encourages the use of technology and multi with the purpose ofattracting a interestunderstanding. broad and alternatives and original suggestions. Authors should discuss a topic, expressed in a discoveries, simple way, scientific own their attitudes share to and themselves express to researchers young and The purpose of the scientific journal is to be given an opportunity for students, PhD Candidates has universities all overworld. the ICUA Turkey. University, Cecen Ibrahim qualityinmanyprovidedforumsubjects all studentwork a for from Agri at Office student Relationships biannually International a is (ISJICUA) Journal Student International About th s n nie jo online an As

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Vol.2,2015 Cerebral palsy Neurological disabilities learning inclusive of development the concluding follow environments Africa. South in thereafter will conclusion by followed discussed be will strategies of health disabilities neurological mentioned above the with learners for intervention of principles Thereafter, contexts. learning within practice inclusive effective underline be must difficulties emotional and intellectual neurological, as such disabilities learner of range a inclusivity, establish to order of outcomes and objectives teaching aims, practice avoiding societal isolation and judgement of shared learners and their capabilities. In and practice learning and teaching disabilities from learners without disabilities in order to create equal exposure to shared content, ai should in light of their needs appropriate extent maximum the to settingseducational regularin educationalopportunities al of placementfor withspecial learners needs for order le in such method preferred the therefore Inclusionis environments. learning all in evident participation non of principles fundamental of composed is Inclusivity Introduction (Accommodating disabilities,learners intellectual(Accommodating with neurological disabilitiesand t rjc te s o seil col o casom ta sprt lanr with learners separate that classrooms or schools special of use the reject to m

DEVELOPING INC

promotion promotion and inclusive education within the South African context. A brief (Watson, (Watson, 2014)

University Africa South ofJohannesburg,

LUSIVE LEARNING ENVIRONMENTSLUSIVE emotional difficulties) emotional . In order to establish the best inclusive practice, inclusion Aygul MehmedovaAygul d in order to seek necessary interventions for for interventions necessary seek to order in d

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Vol.2,2015 adequately be should classrooms their and Schools difficulties. coordination and movements their ability to cope with everyday challenges. It is important to exercise patience with learners' Dealing withlearnerswith cerebral diagnosedl palsymay according vary to Cerebral palsy difficulties emotional intervention; of Principles attention disobedience, are c remaining range the of as such reactions under behaviours, disruptive Externalizing treatment. and support o patterns continuous become emotions such have theadequate and cognitive emotional capacityto deal such with feelings, isoftenwhen it inadequacy, loneliness, anxiety, insecurity, guilt, fear, frustration, and anger.If children do not fee as such reactions internalizing from range difficulties emotional of Causes continuousorder recurrencenecessary toseek andtreatment. in support of patterns to according distinguished be should difficulties emotional however, development and du difficulties experienceemotional likelyto arechildren all realisethat to important circumstances development learners' present of stages to earlier during relation in understood with interaction be in relationships interpersonal to need difficulties Emotional Emotional difficulties the brain birth. after birth problems, severe problems, congenital specific abnormalities, genetic include disability intellectual of Causes day 2014) for Health, necessary skills of lack and ability mental or intelligence Intellectual disability (ID), also known as mental retardation, is characterized by below disability Intellectual appropriat With brain. the in energy electrical medication, forms most ofepilepsy can controlled. be of discharge abnormal and brain the to in oxygen susceptibility sufficient of deprivation for responsible factors brain, the of areas learning associated 2010) Lolwana, & Lazarus, brain the in signals electrical of discharge abnormal an to due condition physical A Epilepsy development early during infections or diseases complications, of birth Causes injuries, head disability. include neurological palsy cerebral particular this with learners in affected are coordination cerebral cortex the of the brain. Bodyto movements such as damagestanding, walking, running andpermanent hand to due is disability This palsy. cerebral with diagnosed learners in Areas of the central ne

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learning are of crucial importance in order for teachers to establish a plan ficulties is that a sense of self (Page & Page, 2010) Page, & (Page e placed in order to assist learners with mild intellectual disability.

ety should learners seek for accommodation, safety and

Dnl, aau, Llaa 2010) Lolwana, & Lazarus, (Donald, . Teachers should therefore base their responses their base therefore should Teachers . nosed with cerebral palsy. Teachers must be be must Teachers palsy. cerebral with nosed is beneficial make inorder an to adequate - esteem or positive self

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Vol.2,2015 conditions home and attitudes parents' understand to teachers for order in exist must parents or caregivers with communication and Collaboration them. to challenge some having while experience success by setting learning goals that need to be problem enforce will which inclusive An environment. decisions their of consequences the learnfrom orderto in possible as often choicesasmake to social and home classroom, classroom should allow lea the by inclusivity in reach to learners order in accommodating modified be to need assessment and involvement parental be to practiceinclusive forIn order following the difficulties in personallysuggested ways: disabilityemotionalintellectualand disabilities, neurological learnerswith Accommodating primary and secondary preven approach, general teachers shouldapply ofinclusionand principles and health promotion,facilitating resilience, both ethical an but For improved. and learners contexts, resolved be on can community reactions focused externalising wider only and not local are school, that peer, solutions family, of influences the identifying to order By in difficulties. emotional with learners account by displayed reactions externalising into the of influences taken be must contexts community wider and local school, peer family, difficulties, emotional of reactions externalising with dealing When unsecure. reliability, of be can challenges therefore thatmay routines bewill classroom facing. Consistent encourage feelings they how and 2008) needs individual their regardingenvironment learning the within function to accustomed teachers inform to opportunity the given be therefore should learners and classroom the of routines and rules the to learners Teachers s requiredClassroom notbechangedtodoso. routines should unless and counsellors to grief or loss by learners psychologists ornearby at environment. the school home learners' affected referring or mourning of process the to the learner that teachers lend a listening ear by empathising with their los cases in which children may experience grief due to death in their family context, initial it is emotional of an benefit from learners' difficul stem with emotional may deal that difficulties to emotional order further that in and placed adequately be difficulties can that intervention additional an is emotiona from suffering learners Referring difficulties accordingly. emotional control and identified weaknesses of areas improve gaps, learning close to order in they b should earlier established be can gaps learning of Identification achievements. extramural and well learners' monitoring by assist will that intervention reliable a is learners' rewarding by intervention recommended achievem and engagement a positive is anxiety learners' reducing of ways

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rners to be active rather than passive in their learning and encouraged - solving skills and informed decision making. Learners need to need Learners making. decision informed and skills solving tion, tion, and curriculum development and support discussed later on. ents. Consulting with caregivers or parents and colleagues colleagues and parents or caregivers with Consulting ents. achieved, aspects such as teachers as classroom managers, teachersclassroom asas such achieved,aspects l difficulties for psychological or psychiatric help psychiatric or psychological for difficulties l

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Vol.2,2015 improvement. Anecdotal difficulties. emotional exhibit who records learners of records anecdotal detailed keep to important also is It frustration. and anxiety stress, of feelings avoid to order in disabilities ideas, worldviews and opinions. Stres be can This express to safe feel learners environment. where atmospheres classroom creating teachers through achieved their and learners between mediating by development cognitive Teachers should be key role players for all learners includin and supportduring activities. engagement social enforce to order in encouraged be should activities in participation Active by encouraging problem learners disabled motivate to order in maintained and established be should climate classroom the to motivational and positive A tasks. Adaptations of completion for duration and tasks weaknesses. assessment adjusting accommoda of to order in areas made be overcome should curriculum to strategies educational necessary seek and gaps learning identify to order in importance crucial of is environment learning the educational support for learners with disabilities. Daily monitorin in order collaborationTeachers todevelop andlearning support withmedical need toestablish to learn contentforschool. required and assistance at seek the classroom for required assistance. Study areas should be made in teacher the by placednear being byteacher the to proximityclose have also should learners encouraging needed ta when resources or materials learning organizational habits. Providing extra time for the processing access of information and completion of and organized keep to once. In order to make l or at information instructions of pieces many too with providing learners overloading avoiding by gradually explanations content explaining in steps gradual use also should Teachers isrecommenddisabilities with learners for technology assistive beof Usage should well. as This parents or accessible. caregivers to easily encouraged and available readily are materials and resources needed organiz anhave must Teachers activities. and how much time they have to complete tasks or verbal reminders before commencement of tasks of learners remind to desks learners' on placed be can notes sticky example, For environment. Informing needed. hom at tasks of completion forcontrol and management establishcan when access easy for learners disabled disabilitiesfor tips management time and organizational regarding parents or caregivers with learners for available made be materials audio or visual and textbooks notes, photocopied as such materials learning readilysociety.available to within Access citizenship enforceresponsibilityandfor sensewill after and lea during awarding disabilities by school with learners assist to encouraged be can disabled not are who learners classroom; the of outside and within disabilities with learners support can that Peers necessary provide to information regarding disabilities demands with of the learners teachers for order in disabilities specific with learners for particularly sks is of utmost importance particularly for learners with intellectual disability. Disabled disability. intellectual with learners for particularly importance utmost of is sks a b uiie fr uue eerl ad oioig f eaiu dtroain or deterioration behaviour of monitoring and referrals future for utilized be can

earning an organized experience, colour coding items will allow learners rners with merits for social responsibility, engagement and care. This care. and engagement responsibility, social for merits with rners - solv ed inorder to ease their experiences. learning inggoal and for a of achievement learners' vision realistic future.

s management techniques can be utilized for learners with ed, clean and neat classroom environment where where environment classroom neat and clean ed, te learners with learning difficulties by by difficulties learning with learners te

g disabled learners in order to foster (Froyen, 2008) g of progress and presence in available for learners in order e and within the learningthe and within e

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Vol.2,2015 of performance and understanding attitudes, skills, knowledge, of improvement development the whereby teacher and development professional development, resource human includes whole in being health foster to environments, certain person needed approach centered environment the from Apart Person supportive inorder inclusive practice toobtain structure inclusive set support, medical support, learning and teaching support, technical relevant organize to order in needed health inclusive, an develop To despite their well curriculum should therefore enforce review for effectiveness of schools' practices in promoting comprehensive life 2010) Lolwana, & Lazarus, well to commitment exert to need school the non a foster should school any that essential is It addressed. be must development of aspects centered person and develop to order In Developing health and inclusive facilitate inclusivitygreater sustain thatwill by adaptingchanges toinclassrooms. Incl processes. placed on learning activities, learners' feelings and views regarding tasks and learners' thinking focus as such improvement for learning of areas weaker on focus greater placing and learners Formal and informal interviews will help the attainment. should target a few learning goals per day and a number of learners per day to observe for goal and facts math as such concepts basic reviewing with journals, tasks, assist unfinished with assisting that reading, counting, volunteers parent through interaction social through learning facilitates but of learners with disabilities within society. Social interaction is not limited within the cla separation avoiding content learning regarding opinions and ideas share and learners amongst discussions or group activities own their draw to learners enables and conclusions and make their styles own choices. Other learning techniques that teachers should multiple use is classroom the address that activities conten relevant the understood have learners whether test teacher the encouraging,interacting, prompting, and probing with Therefore, classroom. the within practice inclusive the facilitates teacher the environment, learning inclusive an being classroom the from Apart - being, competence, accommodating learners with disabilities and confidence of learners learners of confidenceand disabilities with learners accommodating competence, being, - centered inclusive strategies for andhealth

mental, physical andsocialmental, abilities. physical usivity may not be an easily achievable task, however minor changes can can changes minor however task, achievable easily an be not may usivity - sight words. sight school development. One of two strategies of the p the of strategies two of One development. school - -

skills skills educational pr discriminatory culture. Thus, the vision, mission, policies and practi and policies mission, vision, the Thus, culture. discriminatory inclusive and health and inclusive

- In order to test understanding and progress of learning, teachers teachers learning, of progress and understanding test to order In Shos hud hrfr etbih feil criuu and curriculum flexible a establish therefore should Schools . centered strategies are essential for achieving inclusion and well regarding learning content in order to facilitate social interaction s and procedures and facilitation of school practices that are that practices school of facilitation and procedures and s - - promoting learning environmentspromoting learning promoting learning environment, effective governance is is governance effective environment, learning promoting ogramme for staff members and learners. Evaluation of - promoting learning environments, both environment environment both environments, learning promoting

assessment process by tracking progress made by - being and inclusion as primary values primary as inclusion and being (Donald, Lazarus,Lolwana,(Donald, & 2010)

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Vol.2,2015 http://specialed.about.com/od/integration/a/inclusional.htm Watson, S. (2014, October 21). University Press. Lazarus, & P. Lolwana, Page, R., & Page, T. (2010). Fostering emotional well J. & Van Schaik Niekerk, van E. Coetzee, S. In Wydeman, involvement. parental Managing (2008). L. Froyen, University Press. P. Lolwana, & Lazarus, S. Donald, D. In Disabilities. (2010). P. Lolwana, & S., Lazarus, D., Donald, 26 E. van Niekerk, & J. Wydeman, Coetzee, S., van Niekerk, E., & Wydeman, J. (2008). The importance of routines. In S. Coetzee, Health http://www.webmd.com/children/intellectual Children's REFE African context. in order to create equal exposure to curriculum, learning and teaching practice within the South disabilities without learners from disabilities with learners separate that classrooms or schools sh inclusion practice, inclusive maintain and establish to Should the above interventions be put into place, true inclusivity would therefore exist. In order above. discussed as such contexts classroom the within achieve implemented Although be to can that strategies possible various disabled. are they not implement, to are time who take environments learners learning inclusive from disabilities with learning learners and separate to disabilities various with learners accommodate in difficulties to order in procedures and It can be that concluded inclusivitygood centers management classroom well knownrules and Conclusion social well physic promoting lifeeverydaychallenges of and disabilities with come that knowledge and skills which enable teachers and learners to deal effectively with the challenges (Departm well and health Life learning environments. f accommodation and inclusivity for crucial areteachers - 27). Pretoria:Publishers. Schaik Van - skills skills education relates directly to goalthe personal of development through of promotion RENCES: n o Euain 20b20) Life 2002b;2007). Education, of ent dctoa Pyhlg i Psychology Educational -

being oflearners. Management Classroom Effective to Guide Educator's An Publishers.

the attempt to extinguish special education schools in South Africa that attempt attempt that Africa South in schools education special extinguish to attempt the -

en ad nerl o ie retto i te ot Arcn curriculum African South the in Orientation Life to integral and being

. (2014, 10 21). Retrieved from WebMD: WebMD: from Retrieved 21). 10 (2014, .

Educational Educational Psychology in Social Context

Promoti An Educator's Guide to Effective Classroom Management Sca Context Social n ng Learning

- disability - kls hrfr efre priua attitudes, particular enforces therefore skills . Retrieved from abouteducation Web site: -

being in the classroom. In D. Donald, S. (4th ed., p. 309). Cape Town: Oxford Oxford Town: Cape 309). p. ed., (4th - mental or learners with disabilities within the within disabilities with learners or ould aim to reject the use of special of use the reject to aim ould

- retardation

(p. 340). Cape Town: Oxford

(pp. 131 (pp.

al, emotional, and emotional, al, - 132). Pretoria: Pretoria: 132).

with (pp. (pp.

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Vol.2,2015 the agronomist. of experience technological and attention great requiring crop intensive an is rape remember to difficult is plants oil it grow to resources as wonder all has no Russia Nowadays [9]. is products its and Itgroup this of value birth. economic the overestimate new experience nowadays Russia in plants Oil Introduction Key words: to preserve specialcombinesgot harvest have podsand devices before some not the time 10 exceeded not has and bi the lower considerably been has yield factual The oblast. Ryazan in harvesting Abstract. Verteletskiy, IgorAleksandrovich Valerievich,Vinogradov,Dmitriy Vladimirovich,Byshov, Nikolay explore new linguistic territories. s people why you.That's for door open an becomes life and off you pays languages foreign studying of effort The life. of quality my enhance learning language Bulgariancompletelywords hasthanthe Fren meaning different the sound of some French words coincides with words in my native language because me to funny sometimes languageis French the that say canI perspective myThrough fun when you hear or pronounce some words in Japanese for instance. Or other exotic is It side. aesthetic its has language foreign learning concentration, and attention full acquires you better. knowthe will world way around life. If you try to their explore new language, knew simply you who will become moreand cultured and knowledgeable are who people are culture have who People habits. and people. with communication my improve to order in verbs or phrases memorize to try I language, the ko fu lnugs I ae aso fr erig e lnugs I nw ht multiple that know I languages. new learning for passion have I languages. four know I cultures, new discover You discovery. a like is languages new Learning Learning foreign Learning

They have proposed analysis of the ways and peculiarities of oil crucial crops crops crucial oil of peculiarities and ways the of analysis proposed have They oil crops, rape, harvesting,reaper, crops,oil rape, com desiccants,

PECULIARITIES OFSPRING RAPE HARVESTING agaecnb u,to Ee huhtepoes sotndfiut and difficult often is process the though Even too. fun, be can language - IN RUSSIAN NON 12 c/ha at farms where they have not used desiccants and chemicals and desiccants used not have they where farms at c/ha 12

to begin with rape. But agricultural commodities producers must must producers commodities agricultural But rape. with begin to

Doctor Technical of Science, Professor,Rector Full , Aspirant Doct or of Biological Science, Biological or of Professor Full

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ological one one ological language.

Vol.2,2015 cm lower lower layer. the ofpods level 6 desiccation with variants has start yellow a of phase in harvesting PF They have harvested the crop directly having 13 oblast, Ryazan the district at Mikhailov “Urozhainoye” investigated “Starodubts PF and district, “ANP observed Pronsk JSC “Malinishchi” have “Dubasovo”, APC we district, crops Ryazan oil crucial agro the harvesting While or efficiency design and climate andinsoil features Ryazan conditions harvesters of oblast. desiccation of dozes optimum the determine f to treatment been has investigation our of aim The seedsor black. podsare in brown lemon are branch main the at pods lower the The signs when they start swath crucial crops harvest are as follo brown. brown are seeds the yellow, is the upper yellow is stalk the follows as are harvest crops crucial direct start they when signs The physiological some which during drying their for drug processes place. take the on depending fluently less or process does not stop suddenly as it happens dire when the help of desiccation or treatment. It is necessary to point out that in these cases the plumpness To increase the rape direct harvesting efficiency one can dry the growing plants artificially with maturing with connected drawbacks all practically irregularitycut from the and loss 7] cracking pods [6, stultify they harvesting swath of case a In dryer. and cleaner grain good a have not does farm the when case a in and seeds lodged segm weedy on conditions, weather good in harvesting swath 15 prefer They above not humidity average seeds of case a in stands equal and even when weeds of free segments in only permissible is harvesting combine Direct drawbacks. and advantages eco and technological their having methods swath or direct by plants the harvest They the crop matures unequallygets aboundvegetative and cover 5]. [4, While harvesting crucial crops it is necessary to take into account that ripe seeds easily fall out, inacaseloss ofwrongorganization. great have can one stage this On growing. rape of stage important most the is harvesting Crop plants cabbage southernof part crops theNon inthe others) used for food, engineering, fodder andRap others. and kale cress, winter flax, false mustard, (rape, cabbages oil as crops such mention can One viability. agricultural the achieve to order in demand high constant consumers’ having those at paying crops growing of range the widen to necessary is it conditions market In ehooia eprmna sain f ST, S “vnad, S “Ekimovskoye” JSC “Avangard”, JSC RSATU, of station experimental technological

ed when seeds humidity equal to not more than 8

and lower branches are yellow, there are no leaves; the pods color at the upper leaves r atnn te ae ieig gv a oprtv apasl f avs methods harvest of appraisal comparative a give ripening, rape the fastening or ev V.V.”, JSC “Spasskoye”ev district V.V.”,Tula oblast. Novomichurinsk JSC

- 8 days later spraying. They have harvested rape with high cut, 3 cut, high with rape harvested have They spraying. later days 8 - black; the pods at the lower branches are yellow, the seeds are seeds the yellow, are branches lower the at pods the black; - green pod with 28 with pod green

- yellow; about half of pods are lemon are pods of halfyellow; about - 15 15 % seeds humidity. They have started swath - - kpnky Nv” kpn itit JSC district, Skopin Niva” Skopinskaya 32 % seeds humidity. The swath thrashing thrashing swath The humidity. seeds % 32 - black 3,5,8]. ofRussia zone [1, .

ct harvesting takes place and goes more - 10 %. They have begun thrashing the e has share a considerable among oil ws the lower leaves fell down,

ents and those with those and ents

- yellow;the tention to to tention

- - nomic nomic green, 16 %. 16

- 5 15

Vol.2,2015 e maturing crop state, Farmers choose the harvesting technology themselves. Dependingtechnology. on harvesting weather conditions, seedsunique of absence the educed has oblast Ryazan of districts different o peculiarities technological of analysis The can increaseefficiencygrowingcrucial the cropsof upto30 harvesting of way optimal the choosing and combine the preparing of rules the following So seeds heap got from the harvester must be im seeds damp The time. long a coming for batcher harvester the in seeds the keep to impossible is It harvesting). PKK devices with them equip “Don combines Russian by crops crucial the harvest can One %, be grain notmore shatteringthan1. should 1.5 harvesting direct after whereas %, 0.5 exceed not should cutter swath after loss grain The blockage.of the harvesteravoid and spiral conveyer. This the shakers extension on the upper holders and so to level up the impermeable blind behind the put to recommended is It full. in practically open be should extension sieve the whereas open 300 is speed rate fan The in trial turnings. high yield rape equals to 30 th 6 are exit the at those and 650 toequal minimal working harvester The They followingthings dothe tocutloss: seeds more than 1.05times. not but it exceed or combine the of speed travel the to correspond must speed peripheral reel carefully, immersing shallow Rape harvest has shown is it possible to avoid reel.the And when using oneit, should function protectiveplate. stripesof iron wide cm 40 with beams frogs reel of ends the equip to wise is it Therefore fixed. are bars reel wher stalks coil often dividers active with harvesters of reel pickup the But harvesting.while loss seeds the drastically curtails divider knife active an with harvester the Equipping seeds. The movement of the harvester h device; cutting normal directan harvesting elongatecutting by device. a by harvesting direct collectors; crop by thrashing swath are These us They Discussion Their Results and e thrashing reapermid While bilge. - e 3 basic methods of harvesting in the conditions of Russian moderate climate zone. zone. climate moderate Russian of conditions the in harvesting of methods basic 3 e up shortens drastically already after 4 hours storage in unfavorable conditions. The conditions. unfavorable in storage hours 4 after already drastically shortens up

will will allow preventing the vegetative bulk in plenty into the spiral conveyer -

venness and based on personal experience they have chosen the way of of way the chosen have they experience personal on based and venness 800 rotations per minute. The lashes at the drum entrancedrum 25 the are Theat lashes minute. per rotations 800 speed must be 4 be must speed - 450 rotations per minut per rotations 450 - 10 mm. It is important to put the lash between the screw turns and turns screw the between lash the put to important is It mm. 10 - 35 mm. It is recommended to regulate the thrashing lashes and test

into into the mowing andbulk putting forward a reelsmall lever. The

- aving passive outside divider causes the loss of the mess plants (o gan rp hretn) n 54 and harvesting) crops grain (for 5

- fruitful rape the lash befruitful should 20 rape - 6 km/h. The rate speed of the beater drum shaft is shaft drum beater the of speed rate The km/h. 6 mediately processed and dried till 8 f oil microspermous crops harvesting at farms of farms at harvesting crops microspermous oil f 0 %.

e. The blind of the upper sieve should be 2/3 2/3 be should sieve upper the of blind The e.

- 50 %. - 1500B” but it is necessary to to necessary is it but 1500B”

- 25 mm and mm thatwhen 25 - 108 108 А -

9 % humidity. (for hayseed hayseed (for - 35 mm mm 35 e

Vol.2,2015 The rotor. heap the quality. to supply mass vegetative the optimum reducing rotor supply has reduced the seeds and loss, and increased the combine capacity harvestingand seeds of speed the down On computerized diagnostics evidence yield.the of cost the decreased has humidity of % everyplants to directly product the sent havethey As humidity. heap the increasing seeds the allowed not has mass vegetative the with contact less and thequality increased ofthe mass vegetative amount reducedcm) has the (6 speed high at working allowed has output combines rotor The at the expense ofrape transportation seeds production and profitability. decreased prime its increaseddelivery product has the placeof the greatfromdistance elevator. The They have at once sent the yield to Efremovskiy Oil Extracting Plant, Tula oblast and Korablino c/ha. 20 exceeded has observation of yield moment at the average colza The period. theshortest for time harvest at crop optimal the made to possible hasit output harvesting thefarm.The at of crops They desiccation used have positive a orunderpods. ripe as farm a at time harvest moment. Rape podshave had thenecessary ofripening degree and have nothad engineering optimal of observance mention can One harvesters anywithout great qualitative allowed thrashing has loss. Hi comb. header the of area an at loss the reduced has motion uniform their to contributed not do rape seeds and loss has increased where dividers pods have gone. All combines have the had high speed. The touch not do bars de reel the of planks the that so To lessen rape seeds while thrashing loss they at the farm reel the raised have combine atmost “Dubasovo” APC at CR but have some special notput devices. SH, TS, according to crops series seeds harvest small combinesregulated to the Holland” “New combines Miloslavskoye district to harvest colza and combines “Claas” at JSC “Malinishchi”. They have used have They maintenance and technology the on depended directly has loss and harvest crops crucial of efficiency The increase any onthefarm the storage period territorywithout finishing. additional primary s on expenses cuts This purity. and humidity loss. in homogeneous more bulk seed seeds the get let absence drop and small ripening Vigorous the decreases significantly adhesives and desiccants recommended of use oblast, following high technologies of harvest and Ryazan in preparation correct harvesters’ crucial of examples good have we time same the At appreciable lossofseeds. dir by a swath method. And in Pronsk, Skopin, Miloslavskoye and Ryazan districts they have used district Korablino V.G.”, Pryakhin after “Named JSC at rape harvested have They harvesting. hiscence. Passive grain dividers have not separated confused stalks efficiently. As a result a As efficiently. stalks confused separated not have dividers grain Passive hiscence. ect harvesting of rape. They have had drawbacks of harvesting in all cases that led to to led that cases all in harvesting of drawbacks had have They rape. of harvesting ect

of the used equipment. the used of

c/ha with approximate loss behind the harvesters equal to 1.5 to equal harvesters the behind loss approximate with c/ha eeds finishing at special enterprises and gives a chance to to chance a gives and enterprises special at finishing eeds

the loss % at these combines has increased when lowing

using some special engineering devices. The the combines design features combines the - 8 km). The high cut (20 cut high The km). 8

gh output of imported of output gh

of thrashing. The of many cracked

cost - 25 25 17

Vol.2,2015 the on been and cm 40 to amounted and less times 2.5 been has reaper grain the of depth The seg cutting the of edge the and meter 1 been has plate rape the of depth The reaper. rape the of extension sump the efficient but work dividers side active the only not to due happened has decrease loss the believe We New Holland «rapePicture 1.Active ofthe at sidedividers combine tables» area 10 per harvested the in increase productivity to lead will that speed operating the the increase conditions of use the that shown have Investigations c/ha. device The thisspecial reduced use hasrape of seeds2times. more in loss than 3.0 than more been has reaper ordinaryan with combine the of that whereas c/ha 1.0 than less combine The same. the been have capacity conditions with a rape table has increased operating 20 and field the speed, The minutes. 40 for When the yield equals to 15 c/ha the combine with a rape table have thrashed the who comparedcombine equippedgrain withthe with an ordinary reaper. have madefor possible an it equipped combine spend 5 CS Holland New of sampling repeated The «rapeis equipped with tables». RSATU [2, 7, 9] have shown that the rape seeds loss reduces per 50 s by conducted investigations Preliminary two The combine moveinany direction. convenient pods. the breaking and them tearing not loss less with The active divide with active dividersseeds toharvest(rape small crops tables). reapers prolonged i.e. devices, special some with them of some equipped have They Holland. JSC At - 45 minutes. The combine with an ordinary reaper has got the full batcher for 50 for batcher full the got has reaper ordinary an with combine The minutes. 45

”Skopinskaya Niva” they have harvested the winter rape by different models of New New of models different by rape winter the harvested have they Niva” ”Skopinskaya - 15 %. 15 С S - rs on both sides of the reaper make it possible to harvest the mixed colza parts 6090 at JSC “ANP Skopinskaya JSC Niva”6090 at

ments has been considerably put forward in relation to the reel. reel. the to relation in forward put considerably been has ments

- 25 %. The loss of this t

- eilss f h fr tgte wt sinit of scientists with together farm the of pecialists 6090 with the same adjustments on the on adjustments same the with 6090

ae al alw te obn i te same the in combine the allows table rape -

10 %tothrash lesstime the batcheras

ype of the harvester has been - - ie cie iies e the let dividers active side 60 % in a case the combine

same field same

le batcher - 55 18

Vol.2,2015 nitrate ammonium and Reglon of years the for average the On slower. 2008) (2005, weather hot and dry In stage. ripeness the at conditions chemical weather on The depended have much. ripening seeds as of rate not acceleration and been parching has effect parching rape the nitrate ammonium with case 6 per declined5 20 of 3 in effect already appeared parching has nitrate The ammonium %). (40 seeds the and %) 55 different humidity. The stalks have got the highest humidity (up to 85 %), the pods shell (about We have estimated that in the phase of a yellow of harvesting onspring rape productivi 2005 in Investigations the cropspods ofthe layer middle whenare and in seeds 35 brown have rate when land treatment is 200 and air spraying. The rate of the drug application is 1.5 land both of case a in super” “Reglonuse can One “Basta”. and super” “Reglon useThey out. efficient an is desiccation crops weedy very is it when especially rape harvesting While at «rapePicture 2.Depth ofthe device ( table” have fallen soil. onthe same level with the reel. Because of that, some seeds getting into the reaper or touching the reel

New - 7 %, whereas in variants with Reglon per Reglon with variants in whereas %, 7

Holland - 7 % on the average when natural ripening, the pods shell’s per 3 per shell’s pods the ripening, natural when averagethe on % 7

С S - а 6090 -

2008 let us determine the influence of desiccation, treatment and ways ways and treatment desiccation, of influence the determine us let 2008

weather (2007s) the plants parched faster and in rainy and cool cool and rainy in and faster parched plants the (2007s) weather - 300 l/ha and that is 50 ty.

а ) and reaper) and depth (b) - 4 days after their use. The stalks humidity has has humidity stalks The use. their after days 4 -

green pod the rape organs are characterized by 5

- 11; 6 11; - - 100 2.0 liters per hectare, the spray material - 15 and 13 and 15

l/ha when air treatment. They spray - 0 R % 40 b -

23 % correspondingly. In a In correspondingly. % 23

go wtr ouin and solution water eglon - 40 % humidity.40 - 5 % and the seeds seeds the and % 5

way way 19

Vol.2,2015 from 4 combine and a direct impurity rape spring much when feasible of technologies optimum is the that understand should harvesting One crops. of humidity swath high sufficiently The [7]. harvesting of ways other availabilit and quality yield storage, of point the from Therefore, harvesting. direct to well suit rape of breeds and hybrids Modern direct desiccation. harvesting without desiccat dose has increased the viability per 4 optimum an in Reglon with crops rape of Desiccation rape. spring of properties technological h of ways the whole the On yieldrape usual directcompared with combining as 0.09 (per spring the increased has doses high in Reglon of use The yields. rape equal practically given on been has harvesting direct of case a in productivity on dose its and nitrate ammonium of effect the study years of Forthe НСР Agrotechnological TableInfluence 1 Desiccation Rape onSpring Productivity, yield, ofefficiencybasicis index Table 1. the and dose, drug the optimize to criteria only the not is intensity parching rape spring The corresp period 3 dose per study theseedsripening theplantsshortened have incaseswithlarge Swath Harvesting Direct Combining NitrateAmmonium Reglon Variants 05 -

ondingly and in 2008 per 9 andondingly in2008 6 to10 ion. The oil content in a case with Reglon has been 0.9 been has Reglon with case a in content oil The ion. ,

them l

/ ha

. - 15 days and more.and 15 days This will prolong the optimum period of rape harvest time with minimal loss loss minimal with time harvest rape of period optimum the prolong will This

Experimental Station ofRSATU Station Experimental

nd swath harvesting can not be opposed to each other. It other. each to opposed be not can harvesting swath nd , kg / ha

retn udr td hv rdudd eky n oig and sowing on weakly redounded have study under arvesting the average insignificant and swath and direct harvesting have harvesting direct and swath and insignificant average the

- 11 days. - - 30 20 10 4 3 2 Dose - y of labor one should prefer direct crop combining to any to combining crop direct prefer should one labor of y

6 % as compared with that of the swath harvesting without

1 . 7 18 19 19 18 Yield 18 18 18 18 - 1 ......

3 4 1 4 0 2 8 4 . 9

, c / ha

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Vol.2,2015 International Techno Region Soil D.V. Vinogradov, VerteletskiyRSATU. Herald // of Non Russian of Part D.V. Viniogradov, Internationalof Conferen Scientific Е ItsProcessingProductsof and Seeds in ErucicAcidof Problem the D.V. Vinogradov, 2011. Journal, Nutrition Vinogr D.V. ofKrasSAU Vinogradov Herald // D.V.Vinogradov, [Text D.V. Vinogradov, and Ways HeraldHarvesting of // ofRSATU. D.V. Vinogradov, N.V., Byshov, Management Verteletskiy Area Byshov REFERENCE: significantly biological than exceeded oneand not lower the has before harvest and have not equipped them with some sp used 20 technological the followed and methods small harvesting while requirements progressive used have they where farms at Thus, table» ofwith longish thecutterand platform sidedividers. active one should support high operating speed of the combine (4 humidity and the amount of impurities in a To heap. decrease the whereloss the cutting device pod 2 cut high at rape harvest to necessary is it recommendations general On ripeness layerspods. ofthe lower are more fr but later ripe layers middle and lower the of pods The %. 4 achieve can thrashing while stalks non from seeds of damping reverse The process. to expenses more require will seeds 2 causes ripeness non thrash thrashing to while inability loss great of to because leads It early. too rape harvest often they reality In thrashing. t condition main the is time harvest optimal the Determining .I.Lupova AIC // theLight Development in ofYoungInnovativeIdeas Scientists' :Materials - 30 c/ha in Ryazan oblast and the loss has become minimal. At minimal. become has loss the and oblast Ryazan in c/ha 30 s’ lower layer. At this cost we can decrease the loss and significantly diminish the seeds the diminish significantly and loss the decrease can we cost this At layer. lower s’

desiccants ] /D.V.Vinogradov] Technogenic dv D.V. adov, , N Tx] / [Text] uitful. uitful. Therefore, one can accept the phase of upper pods cracking to achieve the full . V

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- Ecology 5 c/ha yield loss, loss, yield c/ha 5

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The InfluenceThe Methods onSpring ofHarvesting Rape Yield Power Rape Growing According to Innovative to According Growing Rape

Possibility to Broaden the Range of Oil Crops in the Southern Non Southern the in Crops Oil of Range the Broaden to Possibility Perspectives and Main Directions of Oil Crop Growing in Ryazan in Growing Crop Oil of Directions Main and Perspectives

.. iordv IA Verteletskiy. I.A. Vinogradov, D.V. Oil Crops Growth and Development When Different Level of Mineral Mineral of Level Different When Development and Growth Crops Oil Growing Perspective Breeds and Hybrids of Spring Rape in the Southern Southern the in Rape Spring of Hybrids and Breeds Perspective Growing - – chemical - Black Soil [Text Soil Black Economic Journal. Journal. Economic

P. P. 99 , P.N. Vanyushin, P.N. ofRSATU. Herald //

International

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- ce. oil content decrease per 3 per decrease content oil 2011. ripen pods. Harvesting 8 days earlier than rape optimal optimal rape than earlier days 8 Harvesting pods. ripen - seeded cabbage oil crops they have got have they crops oil cabbage seeded N ] / D.V. Vinogradov D.V. / ] – . ,

V . to Scientific

А S. - - : .

.V. Polyakov, I. Polyakov, .V. 2012. 2010. of Byshov - preserve the pods and have not prepared combines prepared not have and pods the preserve

Azerbaijan # Petersburg: SSAU, 2012. Petersburg: SSAU,

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- 2014. 2014.

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ософского реализма и анализа. Предшественики Мура и Рассла имеют «Классики» аналитической философии Св.св. государство иМефодий», Кирилл Болгария :

лировкой, которая демонстрировала бы действительную суть суть действительную бы демонстрировала которая лировкой, - еоооиеке ылне О пяис ёе о время во ёще появился Он мышление. методологическое А анализ, аналитический поворот, аналитическая философия, философия, аналитическая поворот, аналитический анализ, .N. Bachurin Farm Machinery // Operator. лингвистического поворота

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Vol.2,2015 достаточнопонятнобыли сформулированы Ф в работах 2006, 12). Можно считать, что исходные проблемы и понятия Фреге, но также к Францу Брентано, Бернарду Больцано и Рудольфу Лотце»(Леонидович XIX половины второй мысли австрийской к восходит парадигмы общей как анализа логического строгого качестве идея в «Этафилософии языка. аспектам прагматическим к и также а языку, обыденному к интерес Фреге предвосхитил "лингви Мура,Витгенщтейна. Л. Дж. Б.Рассела,Г.Фреге, считают: филосфии «класики» аналитической представителями Эти предшественники были Фреге, Брентано и его ученики. В целом же наиболее яркими имеют ролъ и отношение к Расслапоявлению аналитического движения и в и его нынешнем поним Мура Предшественики анализа. и реализма философского принципы в которое Мур и Рассел выступили против абсолютного идеализма, противопоставив ему философской переориентации“. Это аналитический поворот, совп XIX конце в поворот Аналитический идей комбинации как явления и вещи все комбинировани рассматривает и идей» «простых как предстает мышление принципе на стоит Локком Дж. познанию аналитико его основе в лежит Гоббса Т. препятствующие знаков языковых (площади)», критической рынка В «идолы истины, возникают в философии. резу Бэкона стороне Ф. эпистемологической эпистемологии и языковой к внимание XVII эмпириков например Так т.д. и утилитаристов и британских веков, рационалистов проблем логических области в и же Так 9). 2006, строгости(Леонидович диспуты концептуальной и аналитичности доказательности, и трактаты схоластические У.Оккама; и Скота Дунса схоластов II.

Начало «лингвистического поворота» Начало «лингвистического поворота»    

различение различение мышлени процесса психологического изучения от для языка, анализ является которого методом как правильным самым мысли, структуры рассматриваться анализа отделение начинает который языка, исчисление, аналогичное математическим теориям; понимание новое сложного выражения) значениемопределяется его конституэнт; составе предложения значение а предложения, значение в в вносят лишь композициональности, значения принцип согласно которому имеют значения отсюда слов заключаются в том вкладе, который они вытекающий слова и что предложений том, о представление предмет некоторый значен имени; характеризующий образом определенным смысл, обозначает некоторый имя выражает и имени) референтом или денотатом всякое значением, (называемый которому согласно

я;

льтате льтате речевойбеспорядочной коммуникации. Классификация

отличие отличие между смыслом и значением языкового выражения, стический поворот" во всех своих вариантах. Он пробуждал

психологического атомизма. Дж. Беркли считает, что считает, Беркли Дж. атомизма. психологического - ого

еа ёе зетн о нзаим „начало названием под известен ёще века,

ихды эеетв чувственности элементов исходных е еа ткм бао, е оьо Готлобу к только не образом, таким века:

в Новое время преимущественно время Новое в реге: - синтетической методологии. синтетической

аналитической философии адающий со временем,

- (как и любого и (как ого -

— ощущений. XVIII и

эталоны эталоны ании. - ие ог – о

Vol.2,2015 стало значение это чтобы так, их задача переформулировать чтобы и том, цель в Следовательно состоит значение. анализа подлинное их скрывает высказываний этих те с вместе полагал Он анализа. единицы исходные как принимал, Рассел языком между языка, опыта.Высказывания естественного наукиили содержательной языком и логики материально соответствия демонстрируют Это теории. логической и и "логическ философской базе на универсалий построение была методов методы. этих аналитические Цель существующих особые разработать Рассела побудили идеально мира, существующего дуализм платоновский обладают идеальным объ универсалий,которые«анализ» значений или анализ средства.означало Первоначально платонизма досубъективного идеализма, аналитические вместе и с тем видоизменялись ег название понятиям. Последним пределом анализа являются в этом смысле "атомы" языка (отсюда чего от примен и обосновал переход как анализа процесс определял впервые Он метод. философский собственно как Рассел анализ 2). 1998, Грязнова трактат")»( философский реального("Логико и вербального корреляцией сложной со связанных как языковых, принадлежит «которому предметно не наук конкретных проблем от отличие Витгенштейна, раннего к проблем философских работах толкование аналитическое характерное в развитие дальнейшее Логико математики. основ исследовании и логики сосредоточилось Рассела внимание а значением.(Характерно и сущностью его Дж.Э.Мура статьи и знаменитой название языка проблем и понятий философских влиянием которые дали ст сильным аналитикам, к под относится Рассела и Мура дело неогегельянства, Итак сами. находились того аргументыдо которых и позиции Рассел стал критике путь этот подвергли на ним за а Мура, понятия с начался поворот синоним аналитический что как практически значении, общем "рациональное, дискурсивное рассуждение"( 1998, Грязнова 1). Поэтому можно сказать, достаточно в а специальном, определ позднее всего потому направления, "анализ" философского понятие чтоневкаком берется а исследований, методу к относилось вначале понятие Это проблем. и суждений понятий, философских прояснением и уточнением языковым Дж.Э.Мур Б.Рассел и их стали «Логический основоположниками. анализ» называлиони получ АФ концепция и метод осуществление Реальное проблематике»(Леонидович 2006,12 когнитивной и онтологической к интерес анализа, логического философии, логической типичн все присутствовали уже века философии происхождении австрийской в австрийском что факте, на об основан «Он тезис философии. аналитической доказывает Это мысли. английской стиль развитие в проникла культура ф континентальная английской Брентано философии посредстве При III.

Основоположники аналитическойОсновоположники философии - о есоо нордлноо нтчоо янм чти, определенным четким, ясным, к неточного неопределенного, неясного, то  концепции о

лсфи Бетн и г уеии мл нпсесвне ляи на влияние непосредствнное имели ученики его и Брентано илософии. истинностное значение.истинностное вывод о том, что значением повествовательного предложения является его имул аналитическому движению в философии. Мур занимался анализом ективным ективным существованием. Трудности, с которыми столкнулся —

лгчси аоим) Татва аоо" еяаь от менялась "атомов" Трактовка атомизм"). "логический - 13). ые темы аналитического движения, идея строгой идея движения, аналитического темы ые

а нлтчси взонся символической возможностях аналитических на —

"Возрождение реализма и здравый смысл"), смысл"), здравый и реализма "Возрождение - философские идеи Рассела находят находят Рассела идеи философские - содержательных, а концептуально а содержательных,

или в Англии (Кембридж), где где (Кембридж), Англии в или х тмв непротиворечивой атомов" их ак особых, имеющих в имеющих особых, ак л название ило м, что форма что м, – - либо

XIX они они ил ил - -

Vol.2,2015 языка исследования». функционирования сложнейшего Витгенштейна, Описанию позднего работа главная посвящена игре. языковой в употребления употребления однознач имеют форм многообразия O описании на естественного языка. Эти формы он называл «языковыми играми», их бесконечно много. сосредоточились язык исследования искусственный всякий счете конечном что в а языке, употреблении потому, в находящемся уже другом, в точ частности,введения своего для нуждается идеал в что признал, противоречив, сам внутренне Он мира. точного копии идеала как и анализа языка логического от отказался Витгенштейн период поздний В вызванных заболеваний», «метафизических от ловушками языка. лечит он врача: работой с сравнивал философа деятельность Поэтому и мысли». но «переодевает выражает, только не язык этом При границы. его и так мышления, возможности прояснение теснейшим образом связано с анализом языка, поскольку языком заданы Цель как деятельность». а учение, не есть Витгенштейн считал, что философы не должны выдвигать учений,никаких «философия функций виде в предложения осмысленные от предложений.»(истинности элементарных Макеева 2013,85). другие все представлять необходимо Во мире. в Во объектов конфигурации возможной соответствует языка. предложении в предложений как анализ анализировать, раскладывать элементарные предложения на тому,имена, соединение которых двухмерный подобно реальности, предполагает Зе картиной поверхности образом отображением, является карта точным географическая стал он логики, помощью счтобы уточнять и прояснять необходимо язык Этот наук. естественных чем о и языке в Мир молчать». «следует невыразимо что того, сферу очертил также а атомизма, логического вариант свой дал он взгляды, ранние его выразившем «Трактате», В 85). 2013, Макеева Ра у нашел стиль этот воплощение какое учесть, если особенно философии, в стиля аналитического образцом «аналитическому» подходу. «Трактат» же, напротив, в некоторых отношениях считается «Исследо философии аналитической развития для значение ключевое имеет Витгенштейн что отрицать, бы стал не «Никто метода формой специфической является Рассела конструкций вприменении о к дескрипций Теория выражение. понятие «анализировать» значит переводить высказывание в более адекватное словесное которы конструкций, логических помощью с возможно, где осуществлять, можно Это явным. IV. и отесвю мообаи фр жзи юе. лв етсвноо зк не языка естественного Слова людей. жизни форм многообразию соответствуют ни

Витгенштейн и его влияние на аналитическую на Витгенштейн егофилософию и влияние онвн н ивснх бетх вет уоиаи нивснх Само неизвестных. упоминания вместо объектах, известных на основаны е ваниях» можно сказать, что по духу они чужды и даже враждебны типично враждебны даже и чужды они духу по что сказать, можно ваниях»

– ной связи с предметами, и их значение определяется способами их их способами определяется значение их и предметами, с связи ной

в естественном языке. Это была одна из причин, чтобы его чтобы причин, из одна была Это языке. естественном в

сл и а о бл авт ае чеаи есоо кружка.»( Венского членами далее развит был он как и ссела -

это сов это —

и как автор «Трактата», и как автор «Исследований». Об «Исследований». автор как и «Трактата», автор как и бщим бщим проблемам познания. теории окупность фактов. О фактах нужно говорить на языке на говорить нужно фактах О фактов. окупность этой деятельности деятельности этой в его произведений произведений его в - аналитика Витгенштейн также Витгенштейн аналитика мли. «Подход Витгенштейна Витгенштейна «Подход мли. оо сусвноо языка искусственного ного -

рянне ылй Это мыслей. прояснение

- евх необходимо первых,

«Философские

- поздние вторы х, х, 25

Vol.2,2015 установки основные и такие аналитическогонормы вфи стиля и даже общая трактовка методов философского анализа, но они так или иначе разделяют понимание задач и методов философии. Хотя их не объединяет какое Философ она Также плане. заднем на продолжает философии всовременной развиваться направление как позитивизма остаётся „метафизика“ проблемы, про мировоззренческие Она как 20). изменяется это философии аналитической проблемы логические, логико В объекта. и субъекта соотношения как же, так философско обычно счёте конечном в языковы (рассматриваемых понятийных и языковых них; анализу к изменился на иразсуждения обьект этот философии аналитической и аналитиков ответов добра опыте природа в т.д. познания, заключается и человеческого жизни смысл границы справедливости, и возможности реальности, Основным ЗАКЛЮЧЕНИЕ В х ы сесв оння Касчса флсфя взн с связана философия Классическая познания. средств )       

которы , философским объектом рассуждений до XX до рассуждений объектом философским -

нсооиекг ааиа оння хркенй л проблем для характерный познания, анализа гносеологического д эо мсн, ти пилкт лгчси ааи, позволяю анализ, логический привлекать уточнять смыслумозаключений; логическую понятий, и суждений форму стоит уместно, это где средству как ловушкамупотребление можетк языка приводить заблуждениям; и языку что этом, при учитывая внимание мысли, выражения и большое реальности представления уделять всегда необходимо философскогодостоинство рассужден суждений и понятий точность и ясность языке, туманном и заумном на в лишь говорить можно в проблемах философских о что считать, ошибочно не всего а прежде аргументации, она которое впечатлении, оставляет; рациональной заключается качестве достоинст работы и убедительности философской ценность илиспекулятивных построении мировоззрения систем; задача философа состоит в анализе конкретных проблем, а не в разработке иоо н мжт н дле кнуиоаь эо с учеными, с этом в «метафизических») сути средствпознания для вещей явлений; и конкурировать должен каких не нет него у поскольку и может не философ нам наиболее обоснованное и достоверное нельзя недооценивать методы и результаты науки: конкретные науки дают прояснения для необходим фактов философских проблем; которые разнообразных фактов, анализ и эмпирии, чураться науки,различные и опыт, жизненный наш и нам поставляет должно не философствование иоотвятя иоои и асарве фундаментальные рассматривает и философии тивопоставляется

аоат рма аналитич рамках в работают вах ее литературного стиля или в том эмоциональном эмоциональном том в или стиля литературного ее вах - лингвистические, семиотические и пр.( Леонидович 2006,

–

- из чего следует, что и задача философии философии задача и что следует, чего из то особых (например, «диалектических» или «диалектических» (например, особых то о ол взинвня „возрождения“ и возникновения после но

ия; со таии, отлича традиции, еской

- ого в данный данный момент знание о мире,

века были вопросы: природа природа вопросы: были века лософии: - то единое «учение»

средствами о -

обсуждение обсуждение

ю иное т любых .

щий –

Vol.2,2015 англ. Б. Макеева. Москва, 2013 1993: Виргт РАЗВИТИЕ. 1998. Москва, 1998: Грязнова Леонидович 2006: Л ИТЕРАТУРА 

Г. Виргт. Аналитическая философия: историко философия: Аналитическая Виргт. Г. помощь вторые вещей, позицию вопрос типами ученый двумя между чем иную, занимать рефлексивно должен поэтому философ : А

. Грязнова. АНАЛИТИЧЕСКАЯ ФИЛОСОФИЯ: СТАНОВЛЕНИЕ И СТАНОВЛЕНИЕ ФИЛОСОФИЯ: АНАЛИТИЧЕСКАЯ Грязнова. .

Б. Леонидович. АНАЛИТИЧЕСКАЯБ. ФИЛОСОФИЯ.Москва, Леонидович. 2006. ю

которых мыкоторых говорим познаем овещах и их. - аналитическую: он должен сознавать существенное различие

–

ррд пнтй дуи кнетаьы сесв с средств, концептуальных других и понятий природы в пры и ктрх аатя природы касаются которых из первые ов,

- критический обзор. Пер. с Пер. обзор. критический

–

Vol.2,2015 Selena. When they came nearby herandsaw her red mouth became very angry: Apparently the butterflies liked repeating. only and blondes they don’t have butterfly. Meanwhile Selena plucked strawberries on the samemeadow. they are very pragmatic and boring. theybut don’t have pollen and worse offull prejudices. reported about women’s spontaneous part another things, same doing day every they how and flowers of aboutstraightness talked them of One meadow. forest big one on festival made butterflies nearby

------lived them of Some butterflies. many are there Moon in that knew Selena -

But But we can ask her about girls who living in different cities. Here we meet They don’t have pollen? You You don’t know us!? I don’t know what ‘the butterflies’ is! We butterflies! arethe anotherJust blonde… This is our meadow. understand?You What? Whyyou eat our strawberries on our meadow? Let Let ask her! Don’t have… Don’t have… Don’t have. Don’t Look, just another blonde They are very stupid stupid very are They No! I come her come I No! lwr, oe f them of some flowers, Yes, the blondes don’t have pollen we are sure in that that in sure are we pollen have don’t blondes the Yes,

…Let…Let.

have… Don’t have… Don’t have

Technical University, Sofia e every Friday and eat strawberries. Who are you? are Who strawberries. eat and Friday every e

–

said second butterfly group. group. butterflysecond said BUTTERFLIES Genadi Bakalov – – –

– amazed the other part.

ery oe. vr ya a 8 at year Every women. nearby

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pushing us!

–

repeated all butterflies. Bulgaria

–

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–

said 28

Vol.2,2015 prejudices butterflies understood feelings. times and days different in flew butterfly the sometimes But work. not to excuse have became ill. She decided to name daythis “The w one, entered in Selena’smouth and settle down in her stomach. her with tennisballsthem like begin hit she but her, bitestartedand They angrier became – On every 8 every On

maybe when she fell in love, maybe when she fell in tears. Despite their Despite tears. in fell she when maybe love, in fell she when maybe long hair. More of butterflies were smashed but one of them, the green the them, of one but smashed were butterflies of More hair. long th

of March the green butterfly started flying and her stomach her and flying started butterfly green the March of

omen’s day”, wantedbecause to

Vol.2,2015