Dr. Anil Mokashi

Dr. Anil Mokashi

рдореБрд▓рд╛рдВрд╕рд╛рдареА рд╕реБрдВрджрд░ рд╢рд┐рдХрд╡рдг: рдПрдХреАрдЪреЗ рдмрд│

#18 рдореБрд▓рд╛рдВрдиреЛ, рдЖрдкрдг рдХрдзреА рд╡рд┐рдЪрд╛рд░ рдХреЗрд▓рд╛ рдЖрд╣реЗ рдХрд╛ рдХреА рдПрдХрддреНрд░ рд░рд╛рд╣рдгреНрдпрд╛рдЪреЗ рдХрд┐рддреА рдлрд╛рдпрджреЗ рдЕрд╕рддрд╛рдд? рдпрд╛рдЪ рд╡рд┐рд╖рдпрд╛рд╡рд░ рдореА рддреБрдореНрд╣рд╛рд▓рд╛ рдПрдХрд╛ рд╢реЗрддрдХрд▒реНрдпрд╛рдЪреА рдордЬреЗрд╢реАрд░ рдЖрдгрд┐ рд╡рд┐рдЪрд╛рд░рдкреНрд░рд╡рд░реНрддрдХ рдЧреЛрд╖реНрдЯ рд╕рд╛рдВрдЧрддреЛ. рдпрд╛ рдЧреЛрд╖реНрдЯреАрддреВрди рдЖрдкрдг рдЦреВрдк рдХрд╛рд╣реА рд╢рд┐рдХреВ рд╢рдХрддреЛ. рд╢реЗрддрдХрд▒реНрдпрд╛рдиреЗ рдЖрдкрд▓реНрдпрд╛ рдкрд╛рдЪ рдореБрд▓рд╛рдВрдирд╛ рдПрдХрддреНрд░ рдпреЗрдгреНрдпрд╛рдЪреА рд╢рд┐рдХрд╡рдг рджрд┐рд▓реА. рддреНрдпрд╛рд╕рд╛рдареА рддреНрдпрд╛рдВрдиреА рдПрдХ рдЙрджрд╛рд╣рд░рдг рд╡рд╛рдкрд░рд▓реЗ тАУ рд▓рд╛рдХрдбрд╛рдВрдЪреНрдпрд╛ рдореЛрд│реАрдЪреЗ. рддреБрдореНрд╣рд╛рд▓рд╛ рдорд╛рд╣рд┐рддреА рдЖрд╣реЗ рдХрд╛? рдЬреНрдпрд╛ рдХрд╛рдареНрдпрд╛ рдПрдХрддреНрд░ рдмрд╛рдВрдзрд▓реЗрд▓реНрдпрд╛ рд╣реЛрддреНрдпрд╛, рддреНрдпрд╛ рдХреЛрдгрд╛рд▓рд╛рд╣реА рдореЛрдбрддрд╛ рдЖрд▓реНрдпрд╛ рдирд╛рд╣реАрдд. рдкрдг, рдЬрд╢рд╛ рддреНрдпрд╛ рд╕реБрдЯреНрдЯреНрдпрд╛ рдХреЗрд▓реНрдпрд╛, рдкреНрд░рддреНрдпреЗрдХ рдХрд╛рдареА рдореЛрдбрд▓реА рдЧреЗрд▓реА. рд╣реЗ рджрд╛рдЦрд╡рддрдВ рдХреА, рдЬреЗрд╡реНрд╣рд╛ рдЖрдкрдг рд╕рдЧрд│реЗ рдПрдХрддреНрд░ рд░рд╛рд╣рддреЛ, рддреЗрд╡реНрд╣рд╛ рдЖрдкрд▓реА рддрд╛рдХрдж рд╡рд╛рдврддреЗ. рдкрдг, рдПрдХрдЯреЗ рд░рд╛рд╣рд┐рд▓реНрдпрд╛рд╕, рдЖрдкрдг рджреБрдмрд│реЗ рд╣реЛрддреЛ. рддреБрдореНрд╣реАрд╣реА рддреБрдордЪреНрдпрд╛ рд╡рд░реНрдЧрд╛рддреАрд▓ рдорд┐рддреНрд░рд╛рдВрд╕реЛрдмрдд, рдШрд░рд╛рдд, рдХрд┐рдВрд╡рд╛ рдХреБрдареЗрд╣реА рдЕрд╕рд╛рд▓, рдиреЗрд╣рдореА рдПрдХреАрдиреЗ рд╡рд╛рдЧрд╛. рдпрд╛рдореБрд│реЗ рдХреЗрд╡рд│ рддреБрдордЪреЗ рдореИрддреНрд░реАрдд рдЪрд╛рдВрдЧрд▓реЗ рдирд╛рддреЗ рд░рд╛рд╣рдгрд╛рд░ рдирд╛рд╣реА, рддрд░ рддреБрдореНрд╣реА рдПрдХрдореЗрдХрд╛рдВрдирд╛ рд╕рдВрдХрдЯрд╛рдВрддреВрдирд╣реА рдмрд╛рд╣реЗрд░ рдХрд╛рдврд╛рд▓. Youtube Channel – Dr. Anil Mokashi рд╡реНрд╣рд┐рдбрд┐рдУ рдмрдШрд╛ рдЖрдгрд┐ рдореБрд▓рд╛рдВрд╕реЛрдмрдд рдЪрд░реНрдЪрд╛ рдХрд░рд╛ рд╣реА рд╕реБрдВрджрд░ рд╢рд┐рдХрд╡рдг рдореА рддреБрдореНрд╣рд╛рд▓рд╛ рдПрдХрд╛ рдЧреЛрд╖реНрдЯреАрддреВрди рд╕рдордЬрд╛рд╡реВрди рджрд┐рд▓реА рдЖрд╣реЗ. рддреБрдореНрд╣реА рд╣рд╛ рд╡реНрд╣рд┐рдбрд┐рдУ рдпреЗрдереЗ рдмрдШрд╛. рдпрд╛рдд рдореА рд╕реНрд╡рддрдГ рд╣реА рдХрдерд╛ рд╕рд╛рдВрдЧрддреЛрдп. рддреБрдореНрд╣рд╛рд▓рд╛рд╣реА рдирдХреНрдХреА рдЖрд╡рдбреЗрд▓, рдЖрдгрд┐ рд╣реА рд╢рд┐рдХрд╡рдг рддреБрдореНрд╣рд╛рд▓рд╛ рд░реЛрдЬрдЪреНрдпрд╛ рдЖрдпреБрд╖реНрдпрд╛рдд рдЙрдкрдпреЛрдЧреА рдкрдбреЗрд▓! рдмрд╛рд▓рд╡рдпрд╛рддреАрд▓ рд╢рд┐рдХреНрд╖рдгрд╛рд╕рд╛рдареА рдЖрдгрд┐ рдПрдХрддреНрд░реАрдд рд╕рд╣рдХрд╛рд░реНрдпрд╛рдЪреНрдпрд╛ рд╡рд┐рдЪрд╛рд░рд╛рдВрд╕рд╛рдареА рд╣рд╛ рд╡реНрд╣рд┐рдбрд┐рдУ рдирдХреНрдХреА рдмрдШрд╛! – рд╡рд┐рджреНрдпрд╛рд╡рд╛рдЪрд╕реНрдкрддрд┐ рдбреЙ. рдЕрдирд┐рд▓ рдореЛрдХрд╛рд╢реА (рдмрд╛рд▓рд░реЛрдЧрддрдЬреНрдЮ)рдПрдордмреАрдмреАрдПрд╕, рдПрдордбреА, рдбреАрд╕реАрдПрдЪ, рдПрдлрдЖрдпрдПрдкреА,рдкреАрдПрдЪрдбреА (рдореБрд▓рд╛рдВрдЪреА рд╡рд╛рдв рд╡ рд╡рд┐рдХрд╛рд╕)

рдореБрд▓рд╛рдВрд╕рд╛рдареА рд╕реБрдВрджрд░ рд╢рд┐рдХрд╡рдг: рдПрдХреАрдЪреЗ рдмрд│ Read Post ┬╗

Helping Children Cope with Stress тАУ Practical Support Strategies

#17 Childhood may seem like a simple time, but even young children face pressures that can lead to stress. The good news is that with understanding and the right strategies, caregivers can help children manage these feelings. From quality time to open communication, there are numerous ways to support children in developing resilience and coping skills. Here are some practical approaches that can make a big difference. Quality Time: Your Presence Matters More Than You Know Children find comfort in the presence of trusted adults. Taking time to connect with them individually not only strengthens the bond but also provides a safe space for them to share their feelings. It can be as simple as playing a game together, reading a book, or going for a walk. This time reassures them that they are loved and supported. Listening without judgment and being responsive to their concerns helps children feel heard. If they seem reluctant to talk, gentle encouragement often helps. Sometimes, children communicate their stress through behavior rather than words, so itтАЩs crucial to be attentive to any changes in their habits or mood. Encouraging Open Conversations About Emotions Children need to know that itтАЩs okay to talk about their worries. Encourage open conversations by letting them know itтАЩs natural to feel scared, sad, or frustrated. This openness creates an environment where they feel safe expressing themselves without fear of being judged or misunderstood. Talking about feelings can make emotions more manageable. It also teaches children a lifelong skill: the ability to name, understand, and cope with their emotions. Simple reassurance can go a long way in helping them navigate these feelings. Providing Routine and Stability Children feel more secure with a consistent daily routine. Knowing what to expect each day gives them a sense of control, which can reduce feelings of anxiety. When changes are necessary, explaining them in a way they can understand can ease their adjustment. Alongside routine, limiting exposure to distressing media is essential. News stories about disasters, accidents, or violence can be very troubling for children. Monitor what they watch and explain things in a way that helps them feel safe. Answer their questions calmly and avoid exposing them to more detail than necessary. Seeking Professional Support When Needed If your childтАЩs stress seems to persist, or if they are struggling in school or at home, itтАЩs helpful to consult a counselor, teacher, or mental health professional. Persistent stress can impact a childтАЩs well-being and development, so donтАЩt hesitate to seek help if needed. The well-being of children should be a priority. Taking these small steps to address their stress and show them that their concerns matter creates a positive impact on their mental and emotional health. Every child deserves the reassurance that they are not alone and that help is available whenever they need it. тАУ Dr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD(Child Growth and Development)

Helping Children Cope with Stress тАУ Practical Support Strategies Read Post ┬╗

Childhood Stress

Recognizing Stress in Children тАУ From Newborns to School Age

#16 When we think of childhood, we imagine a carefree time full of happiness and play. As adults, itтАЩs easy to overlook that children experience their own kinds of stressтАФeven babies have their own challenges. Just like adults, childrenтАЩs stress responses are unique to their age and environment. Recognizing these signs and understanding the root of their worries helps us support them as they navigate these emotions. Stress in Newborns and Babies: An Early Start to Anxiety Yes, itтАЩs trueтАФeven babies experience stress. Though they canтАЩt express it in words, they feel anxiety due to various factors, like separation from their mother, overstimulation, hunger, or discomfort. Newborns are deeply sensitive to their surroundings and can even sense tension or stress from their caregivers. Since they cannot communicate through language, crying becomes their way of expressing these feelings. Creating a predictable and soothing environment with consistent routines, gentle touch, and calm surroundings can work wonders for a babyтАЩs sense of safety. It may surprise you, but babies have a keen awareness of the world around them. They respond to the security and calm provided by those closest to them. Everyday Stressors for Toddlers and Preschoolers As children grow, their concerns shift along with their age. Toddlers and preschoolers often feel stress around separation from their parents or primary caregivers, particularly in new settings or at the beginning of school. Additionally, exposure to loud sounds, chaotic environments, or constant change can leave them feeling overstimulated or uneasy. ItтАЩs important for caregivers to recognize that what may seem insignificant to an adult can be overwhelming for a young child. Acknowledge their feelings, provide calm reassurance, and help them ease into new situations at their own pace. Small steps like talking them through the dayтАЩs plan or letting them know youтАЩll be there soon can help make a difference. Older Children: Stress in the School Years For older children, especially school-aged kids, stress takes on a new form. Academic pressures, the desire to fit in with peers, or a busy schedule of extracurricular activities can contribute to their stress. If a childтАЩs schedule becomes too packed, they may start to show signs of burnout. Some children might complain of feeling тАЬtoo busyтАЭ or may begin resisting certain activities. At home, they may show more signs of frustration, defiance, or become more withdrawn. ItтАЩs also worth noting that kids pick up on adult stress. They notice conversations about work, financial struggles, or family conflicts. Even news stories they see on TV about accidents or disasters can make them worry about safety. Providing a calm, stable atmosphere and a reliable routine at home can offer significant support. Recognizing and acknowledging a childтАЩs stress is the first step toward helping them cope. A little attention and reassurance go a long way in helping children manage these complex feelings. In my next post, weтАЩll talk about ways to help children cope with stress in a healthy and effective way. тАУ Dr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD(Child Growth and Development)

Recognizing Stress in Children тАУ From Newborns to School Age Read Post ┬╗

Autism and the Role of the Mother

Autism and the Role of the Mother (Part 2)

#15 Building on the previous discussion, here we address additional aspects of raising a child with autism and the motherтАЩs role in fostering development. To further help an autistic child, here are more important points to consider: 1. Social Interaction and Play Social interaction is difficult for children with autism, but it is essential. Encouraging play with siblings or peers and teaching them to take turns is a valuable way to build social skills. Autistic children may prefer solitary or repetitive play, but structured play with clear rules can promote social engagement. Isolating the child is not helpfulтАФexposure to social settings and social skill training can help increase their ability to interact with others. 2. Handling Sensory Challenges Autistic children may be hypersensitive or under-sensitive to sensory inputs such as light, sound, or touch. Mothers need to observe their childтАЩs sensory preferences and create an environment that minimizes discomfort. Measures such as reducing noise, dimming lights, or using weighted blankets can help the child cope with sensory overload and reduce meltdowns. 3. Taking Help from Doctors and Specialists Both the mother and child need support from professionals. Autism requires management, not treatment. Good handling of problems leads to positive outcomes, while poor handling can create abnormal behaviors. Early intervention services, speech and occupational therapies, and social skills training from experts can greatly help the child. Mothers should learn from these professionals and cooperate fully to ensure the best possible support for their child. 4. Self-Care for Mothers Raising an autistic child is physically and emotionally demanding. Mothers need to take care of their mental health. Joining support groups with other mothers in similar situations can provide emotional support and advice. Celebrating small milestones and recognizing progress will help maintain a positive mindset. Mothers should prioritize their own well-being as much as their childтАЩs. 5. Preparing for the Future While itтАЩs important to focus on the present, mothers should also prepare for what comes next. As the child grows, their needs will change, and they will require new skills to become more independent. Teaching them daily living skills and fostering independence should start early to help them navigate the future more effectively. Autism is a lifelong journey, and the mother plays a pivotal role in her child’s development. With love, patience, and support from family and professionals, mothers can help their autistic child thrive. Understanding the unique needs of the child and providing them with a stable, loving environment will enhance their quality of life and ensure they reach their full potential. тАУ┬аDr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD(Child Growth and Development)

Autism and the Role of the Mother (Part 2) Read Post ┬╗

Autism

Autism and the Role of the Mother (Part 1)

Mother matters most. Especially for an autistic child. She is the primary support system for her childтАЩs development and well-being. It is essential for a mother to understand what autism is, what difficulties she can expect, and how she can best support not only her child but her entire family. When I say “mother,” I include the father and the whole family, as the role extends beyond just the mother. To make understanding autism more straightforward, it helps to answer these important questions: 1. What is Autism? Autism is a complex neurological and developmental disorder. It affects families around the world, regardless of caste, race, wealth, or education. Autism is no oneтАЩs faultтАФit occurs randomly. This condition affects communication, behavior, and social interactions. ItтАЩs called a тАЬspectrumтАЭ disorder because it affects individuals in varying degrees. Autism is not a disease, but a disorder. It means that something in normal functioning is disrupted. Unlike diseases, autism cannot be cured; it is a lifelong condition. 2. How to Know if Your Child May Have Autism Signs that may indicate autism include delayed speech, lack of eye contact, repetitive behaviors, and difficulty understanding social cues. Autistic children often think in images rather than language. They may seem more attached to objects than to people and may appear detached from those around them. Autism is diagnosed through behavioral observations, as there is no specific lab test for it. 3. Strengths and Challenges of an Autistic Child An autistic child may have unique strengths, such as being very detail-oriented or having a high degree of expertise in certain areas. However, they may also face significant challenges, such as sensory sensitivities or difficulty understanding social situations. 4. How Can a Mother Help Her Autistic Child? First and foremost, accept that your child is autistic. Do not hide itтАФacknowledge and embrace it. “Jaisa hai, waisa hai, mera hai pyara hai” (As they are, they are mine, and I love them) is the best attitude. Mothers need to act in their childтАЩs best interest, understanding and responding to their special needs while seeking help from those experienced in autism care. 5. How to Handle the Child’s Mind and Emotions Both the child and the mother are at risk of emotional strain. Autistic children often struggle to express their feelings or control their emotions. Mothers need to create a stable and loving environment where the child feels safe. With the right support, behavioral and psychiatric issues can be minimized or avoided. 6. How to Manage Communication Difficulties Focus on your childтАЩs strengths and build upon them. Find out what they are good at and enjoy doing. Encourage communication through picture books, mobile apps, and other tools that help strengthen listening and verbal skills. Practice facial expressions and body language to aid in non-verbal communication. 7. Developing Predictable Daily Schedules Children with autism benefit from a structured routine. Having a fixed daily schedule gives them a sense of security and reduces anxiety. However, they also need to learn how to handle changes in routine. Gradual changes, visual schedules, and slower transitions can help them cope with disruptions. тАУ Dr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD(Child Growth and Development)

Autism and the Role of the Mother (Part 1) Read Post ┬╗

Kid Play Chess with grandfather

Chess and Childhood: A Path to Intellectual Growth

#13 It all began like this. I was driving my 10-year-old grandson home from school when he excitedly shared, тАЬAaba, today I won six out of seven chess games at school.тАЭ He had lost the seventh game to his chess teacher. Chess was doing more than just building his confidence; it was fostering a sense of healthy competition. With every victory, his skills improved, and with each game, he grew more determined. Even the loss to his chess teacher didnтАЩt dampen his spirits. Instead, it filled him with pride in his abilities, which got me thinking deeply about the role of chess in a childтАЩs development. The Cognitive Benefits of Chess Chess does more than entertain; it challenges young minds to think critically and emotionally mature. The game fosters essential cognitive skills, such as problem-solving, memory, concentration, and emotional regulationтАФall in an engaging and fun way. Every game requires the player to anticipate their opponentтАЩs next move while making calculated, strategic decisions. This step-by-step approach is not just applicable to chess but extends into other subjects like mathematics, science, and overall learning. To succeed in chess, a child must recall strategies, recognize patterns, and apply learned knowledge. This sharpens both short-term and long-term memory, continually testing and improving memory retention. The benefits of these mental exercises are often reflected in academic performance. During a single game, a player must maintain focus for extended periods, an essential skill that translates into real life. Participation in chess tournaments not only enhances chess skills but also improves academic outcomes and builds perseverance in other areas of life. A Real-Life Chess Success Story: UnnikrishnanтАЩs Chess Hotel Unnikrishnan, a man from Kerala, returned to his village only to find it in a dreadful state. The entire community was trapped in alcohol addiction, and the village economy revolved around it. There seemed to be no hope. Determined to make a change, Unnikrishnan started “Unnikrishnan’s Chess Hotel,” a place where he invited villagers to play chess. Slowly, the villagers, once ruled by alcohol, found a new focus in chess. The mental challenge of the game distracted them from their addiction, and over time, the dependence on alcohol waned, replaced by a newfound sense of purpose. Conclusion Chess is far more than just a game. It is a powerful tool that nurtures a childтАЩs intellectual and emotional development. From enhancing problem-solving skills and memory to building emotional resilience and confidence, chess offers a range of benefits that help children grow both academically and personally. Introducing chess to children can truly be a transformative experience, shaping them into thoughtful, disciplined, and resilient individuals. тАУ Dr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD(Child Growth and Development)

Chess and Childhood: A Path to Intellectual Growth Read Post ┬╗

baby, crying, child

Management of a Crying Baby

Understanding Your Baby’s Cry All babies cryтАФsome more, some less. ItтАЩs their natural way of telling you something. Crying is their language, their means of communication, and while it can be worrying, itтАЩs important to remember: crying is healthy. ItтАЩs a normal activity and exercise for the baby, and it doesnтАЩt always mean something is wrong. Often, it simply signals that the baby needs help or comfort. Decoding the Cries Understanding why your baby is crying can make a big difference in how you respond. You will gradually learn what your baby’s specific cries mean. Initially, every cry may sound the same, but over time, you’ll become familiar with the subtle differences. After a few weeks of closely listening and responding, youтАЩll have a better understanding of what your baby is trying to communicate. Why Do Babies Cry? There are many reasons why a baby might cry. Some common causes include: What to Do When Your Baby Cries Responding quickly to your babyтАЩs cries is essential. Meeting your babyтАЩs needs promptly does not spoil her; in fact, it can reduce how often and how intensely she cries. The longer a baby cries, the harder it becomes to calm her. Here are some helpful steps: Try any of the following methods to soothe your baby: Coping with Frustration Endless crying and high-pitched shrieks can be nerve-wracking. When nothing seems to work, itтАЩs easy to feel helpless or frustrated. However, itтАЩs crucial not to lose control. Never shake a baby in frustration. If you feel overwhelmed: When to See a Doctor If your baby shows any of the following signs, seek medical attention: Final Thoughts Caring for a crying baby can be one of the biggest challenges for new parents. However, donтАЩt worry. Your babyтАЩs cries have special meaning, and learning to understand them is part of being a parent. Babies cry for a reasonтАФitтАЩs their first attempt to communicate with you. Stay calm and patient, knowing that crying is part of your babyтАЩs healthy development. By understanding and responding to your babyтАЩs cries, you help build a strong, trusting bond. Prevent stressтАФfor both you and your babyтАФand always manage your emotions to avoid potential frustration. Together, youтАЩll navigate these early days with confidence and love. – Dr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD(Child Growth and Development)

Management of a Crying Baby Read Post ┬╗

Children Sitting on Brown Chairs Inside the Classroom

рд╢рд╛рд▓реЗрдп рд╕реБрд░рдХреНрд╖рд╛ рдЖрддрд╛ рд░рд╛рдорднрд░реЛрд╕реЗ рд╕реЛрдбреВрди рдЪрд╛рд▓рдгрд╛рд░рдЪ рдирд╛рд╣реА.

#11 рдЕрдкрдШрд╛рдд рдЯрд╛рд│рддрд╛ рдпреЗрддрд╛рдд. рдЪреБрдХреВрди рдЭрд╛рд▓реЗрдЪ рддрд░ рддреЗ рдкрджреНрдзрддрд╢реАрд░рдкрдгреЗ рд╣рд╛рддрд╛рд│рд╛рд╡реЗ рд▓рд╛рдЧрддрд╛рдд. рд╢рд╛рд│реЗрддреАрд▓ рдореБрд▓рд╛рдВрдЪреА рд╕реБрд░рдХреНрд╖рд╛ рд╣реА рд╡реНрдпрд╡рд╕реНрдерд╛рдкрдирд╛рдЪреА рдЬрдмрд╛рдмрджрд╛рд░реА рдЖрд╣реЗ. тАШрд╕рдЧрд│реЗрдЪ рдЬрдмрд╛рдмрджрд╛рд░тАЩ рдореНрд╣рдЯрд▓реНрдпрд╛рд╡рд░ тАШрдХреЛрдгреАрдЪ рдЬрдмрд╛рдмрджрд╛рд░тАЩ рд░рд╣рд╛рдд рдирд╛рд╣реА. рдЬрдмрд╛рдмрджрд╛рд░реА рдпреЛрдЧреНрдп рд╡реНрдпрдХреНрддреАрдВрдирд╛ рдиреЗрдореВрди рджреНрдпрд╛рд╡реА рд▓рд╛рдЧрддреЗ. рд╡реНрдпрд╡рд╕реНрдерд╛рдкрдирд╛рдиреЗ рд╡ рдореБрдЦреНрдпрд╛рдзреНрдпрд╛рдкрдХрд╛рдВрдиреА рд╢рд╛рд│реЗрддреАрд▓ рд╢рд┐рдХреНрд╖рдХрд╛рдВрдкреИрдХреА рдПрдХ тАШрдмрд╛рд▓ рд╕реБрд░рдХреНрд╖рд╛ рдЕрдзрд┐рдХрд╛рд░реАтАЩ рдиреЗрдорд╛рд╡рд╛. рддреНрдпрд╛рдиреЗ рд╕реБрд░рдХреНрд╖рд╛ рдирд┐рдпрдо рд╡ рд╡реНрдпрд╡рд╕реНрдерд╛рдкрди рд╢рд┐рдХреВрди рдШреНрдпрд╛рд╡реЗ. рдЖрдкрд▓реА рдЯреАрдо рдмрдирд╡рд╛рд╡реА. рддрд┐рдЪреЗ рдиреЗрддреГрддреНрд╡ рдХрд░рд╛рд╡реЗ. рд╢рд╛рд│рд╛ рд╕реБрд░рдХреНрд╖рд╛ рдЕрдзрд┐рдХрд╛рд░реА, рдореБрдЦреНрдпрд╛рдзреНрдпрд╛рдкрдХ, рд╡рд░реНрдЧрд╢рд┐рдХреНрд╖рдХ, рдХреНрд▓рд╛рд╕ рдореЙрдирд┐рдЯрд░ рдпрд╛ рд╕рд░реНрд╡рд╛рдВрдиреА рдорд┐рд│реВрди рдПрдХрддреНрд░рд┐рддрдкрдгреЗ рд╕реБрд░рдХреНрд╖рд╛ рд╣рд╛ рд╡рд┐рд╖рдп рд╣рд╛рддрд╛рд│рд╛рд╡рд╛. рд╢рд┐рдХреНрд╖рдХ, рд╡рд┐рджреНрдпрд╛рд░реНрдереА, рдкрд╛рд▓рдХ рдпрд╛рдВрдЪреЗ рд╕реБрд░рдХреНрд╖рд╛, рдкреНрд░рдердореЛрдкрдЪрд╛рд░ рдкреНрд░рд╢рд┐рдХреНрд╖рдг рдЖрдпреЛрдЬрд┐рдд рдХрд░рд╛рд╡реЗ. рдлрдХреНрдд рд╢рд╛рд│реЗрддреАрд▓рдЪ рдирд╛рд╣реА рддрд░ рдШрд░рд╛рддреАрд▓, рд╕рдорд╛рдЬрд╛рддреАрд▓, рд░рд╕реНрддреНрдпрд╛рд╡рд░реАрд▓, рдЖрд░реЛрдЧреНрдпрд╛рдЪреА рд╕реБрд░рдХреНрд╖рд╛ рд╢рд┐рдХрд╡рдгреНрдпрд╛рдЪреА рдЬрдмрд╛рдмрджрд╛рд░реА рдШреНрдпрд╛рд╡реА. рд╢рд╛рд│реЗрдЪреНрдпрд╛ рдкреНрд░рд╡реЗрд╢рджреНрд╡рд╛рд░рд╛рд╡рд░ рдЬрдмрд╛рдмрджрд╛рд░ рдХрд░реНрдордЪрд╛рд░реА рдиреЗрдорд╛рд╡рд╛. рддреНрдпрд╛рдиреЗ рдЖрд▓реЗрд▓рд╛ рд╡рд┐рджреНрдпрд╛рд░реНрдереА рд╢рд┐рдХреНрд╖рдХрд╛рдВрдЪреНрдпрд╛ рддрд╛рдмреНрдпрд╛рдд рдЖрдгрд┐ рдЬрд╛рдгрд╛рд░рд╛ рд╡рд┐рджреНрдпрд╛рд░реНрдереА рдкрд╛рд▓рдХрд╛рдВрдЪреНрдпрд╛ рддрд╛рдмреНрдпрд╛рдд рджреЗрдгреНрдпрд╛рдЪрд╛ рдирд┐рдпрдо рдкрд╛рд│рд╛рд╡рд╛. рддрд╛рдмрд╛ рдШреЗрдгрд╛рд▒реНрдпрд╛ рдкрд╛рд▓рдХ, рдкрд╛рд▓рдХ рдкреНрд░рддрд┐рдирд┐рдзреАрдЪреА рд╢рд╛рд│реЗрдд рдиреЛрдВрдж рдЕрд╕рд╛рд╡реА. рдкрд░рд┐рд╕рд░рд╛рддреАрд▓ рд╕рдВрд╢рдпрд╛рд╕реНрдкрдж рд╣рд╛рд▓рдЪрд╛рд▓реАрдВрд╡рд░ рд▓рдХреНрд╖ рдЕрд╕рд╛рд╡реЗ. рддреНрдпрд╛рдВрдЪреА рдиреЛрдВрдж рдЕрд╕рд╛рд╡реА. рдЕрд╣рд╡рд╛рд▓ рдЕрд╕рд╛рд╡рд╛. рд╡рд╛рд╣рдирдЪрд╛рд▓рдХрд╛рдВрдЪреЗ рдирд╛рд╡, рдкрддреНрддрд╛, рдлреЛрди рдирдВрдмрд░, рдУрд│рдЦрдкрддреНрд░рд╛рдЪреА рд╢рд╣рд╛рдирд┐рд╢рд╛ рд╡реНрд╣рд╛рд╡реА. рд╢рд╛рд│реЗрдЪреА рдмрд╕ рдЕрд╕реЗрд▓ рддрд░ рдХрдбрдХ рд╢рд┐рд╕реНрддреАрдд рдирд┐рдпрдорд╛рдВрдЪреЗ рдкрд╛рд▓рди рд╡реНрд╣рд╛рд╡реЗ. рддрд╛рдмрд╛ рдШреЗрдгреЗ рд╡ рддрд╛рдмрд╛ рджреЗрдгреЗ рдЧрдВрднреАрд░рдкрдгреЗ рдиреЛрдВрджреАрд╕рд╣ рдХрд░рд╛рд╡реЗ. рд╢рд╛рд│реЗрдЪреНрдпрд╛ рдкрд░рд┐рд╕рд░рд╛рдд, рдкрдЯрд╛рдВрдЧрдгрд╛рд╡рд░ рдореБрд▓реЗ рдЬрдмрд╛рдмрджрд╛рд░ рд╡реНрдпрдХреНрддреАрдЪреНрдпрд╛ рдирдЬрд░реЗрдЪреНрдпрд╛ рдЯрдкреНрдкреНрдпрд╛рдд рдЕрд╕рд╛рд╡реА. рдкреНрд░рдердореЛрдкрдЪрд╛рд░ рдкреЗрдЯреА рдЕрд╕рд╛рд╡реА. рдШрдбрдгрд╛рд▒реНрдпрд╛ рдШрдЯрдирд╛рдВрдЪреА рд▓реЗрдЦреА рдиреЛрдВрдж рдЕрд╕рд╛рд╡реА. рдШрдЯрдиреЗрдЪреЗ рддрдкрд╢реАрд▓рд╡рд╛рд░ рд╡рд░реНрдгрди рдЕрд╕рд╛рд╡реЗ. рд╕рд╛рдХреНрд╖рд┐рджрд╛рд░рд╛рдВрдЪреНрдпрд╛ рд╕рд╣реНрдпрд╛ рдЕрд╕рд╛рд╡реНрдпрд╛. рдлрд▓рдХрд╛рд╡рд░ рдЗрдорд░реНрдЬрдиреНрд╕реА рдлреЛрди рдирдВрдмрд░ рдЕрд╕рд╛рд╡реЗ. рд╢рд╛рд▓реЗрдп рд╕реБрд░рдХреНрд╖рд╛ рдЕрдзрд┐рдХрд╛рд░реА, рдореБрдЦреНрдпрд╛рдзреНрдпрд╛рдкрдХ, рд╡реНрдпрд╡рд╕реНрдерд╛рдкрди, рдбреЙрдХреНрдЯрд░реНрд╕, рдЕреЕрдореНрдмреБрд▓рдиреНрд╕, рдЕрдЧреНрдирд┐рд╢рд╛рдордХ, рдкреЛрд▓реАрд╕ рдЗ. рдХрд╛рд╣реА рдЧрдВрднреАрд░ рдЖрд░реЛрдЧреНрдп рд╕рдорд╕реНрдпрд╛ рдЙрджреНрднрд╡рд▓реНрдпрд╛рд╕ рдард░рд╛рд╡рд┐рдХ рдбреЙрдХреНрдЯрд░реНрд╕рдХрдбреЗ рдиреЗрдгреНрдпрд╛рд╕рд╛рдареА рддреНрдпрд╛ рдбреЙрдХреНрдЯрд░реНрд╕ рдЖрдгрд┐ рд╕рд░реНрд╡ рдкрд╛рд▓рдХрд╛рдВрдЪреА рд▓реЗрдЦреА рдкреВрд░реНрд╡рд╕рдВрдорддреА рдШреНрдпрд╛рд╡реА. рдЬрд╡рд│рдкрд╛рд╕рдЪрд╛ рдбреЙрдХреНрдЯрд░ рдирд┐рд╡рдбрд╛рд╡рд╛. тАШрдбреЙрдХреНрдЯрд░рд╛рдВрдЪреА рдлреА рддрд╕реЗрдЪ рдФрд╖рдзреЛрдкрдЪрд╛рд░рд╛рдЪрд╛ рдЦрд░реНрдЪ рд╣реА рдкрд╛рд▓рдХрд╛рдВрдЪреА рдЬрдмрд╛рдмрджрд╛рд░реА рдЕрд╕реЗрд▓тАЩ рдЕрд╢реА рдкрд╛рд▓рдХрд╛рдВрдЪреА рдкреВрд░реНрд╡рд╕рдВрдорддреА рд▓реЗрдЦреА рд╕реНрд╡рд░реВрдкрд╛рдд рдШреНрдпрд╛рд╡реА. рдмрд╛рд▓ рд╢реЛрд╖рдг рд╣реА рдПрдХ рдЧрдВрднреАрд░ рд╕рдорд╕реНрдпрд╛ рдЖрд╣реЗ. рдмрд╛рд▓ рд╢реЛрд╖рдг рдУрд│рдЦрдгреЗ, рдкреНрд░рддрд┐рдмрдВрдз, рдЙрдкрд╛рдп рдпрд╛рдВрдЪреЗ рдирд┐рдпреЛрдЬрди рд╣рд╡реЗ. рд╢реЛрд╖рдг рд╢рд╛рд░реАрд░рд┐рдХ, рд▓реИрдВрдЧрд┐рдХ, рдорд╛рдирд╕рд┐рдХ рдХрд┐рдВрд╡рд╛ рджреБрд░реНрд▓рдХреНрд╖ рдпрд╛ рд╕реНрд╡рд░реВрдкрд╛рдд рдЕрд╕реВ рд╢рдХрддреЗ. рд╢рд╛рд│реЗрддреАрд▓ рд╕рд░реНрд╡ рд╢рд┐рдХреНрд╖рдХ, рд╢рд┐рдХреНрд╖рдХреЗрддрд░ рдХрд░реНрдордЪрд╛рд▒реНрдпрд╛рдВрдЪрд╛ рдореБрд▓рд╛рдВрд╢реА рдпреЗрдгрд╛рд░рд╛ тАШрдирдЬрд░реЗрдЖрдб рд╕рдВрдкрд░реНрдХтАЩ рдЯрд╛рд│рд╛рд╡рд╛. рдЕрд╢рд╛ рдЬрд╛рдЧрд╛ рд╡ рдкреНрд░рд╕рдВрдЧ рдЯрд╛рд│рд╛рд╡реЗ. рдмрд╛рд╣реЗрд░реВрди рд╢рд╛рд│реЗрдд рдпреЗрдгрд╛рд▒реНрдпрд╛ рдХрдВрддреНрд░рд╛рдЯреА рдХрд╛рдордЧрд╛рд░рд╛рдВрд╡рд░ рдирдЬрд░ рдареЗрд╡рдгреНрдпрд╛рдЪреА рдЬрдмрд╛рдмрджрд╛рд░реА рдиреЗрдореВрди рджреНрдпрд╛рд╡реА. рд╢рд╛рд░реАрд░рд┐рдХ рд╢рд┐рдХреНрд╖рд╛ рд╣рд╛ рдЖрддрд╛ рдПрдХ рдЧреБрдиреНрд╣рд╛ рдЖрд╣реЗ рдпрд╛рдЪреА рд╕рд░реНрд╡рд╛рдВрдиреА рдиреЛрдВрдж рдШреНрдпрд╛рд╡реА. рд╢рд┐рдХреНрд╖реЗрдЪреНрдпрд╛ рднреАрддреАрдиреЗ рдирд╛рд╣реА рддрд░ рдХреМрддреБрдХрд╛рдЪреНрдпрд╛ рдЕрдкреЗрдХреНрд╖реЗрдиреЗ рдореБрд▓реЗ рдЪрд╛рдВрдЧрд▓реА рд╡рд╛рдЧрддрд╛рдд. рдмрд╛рд▓ рд╢реЛрд╖рдгрд╛рдЪреА рд▓рдХреНрд╖рдгреЗ рдЖрдврд│рд▓реНрдпрд╛рд╕ рд▓рдЧреЗрдЪ рдиреЛрдВрдж рдХрд░рд╛рд╡реА. рдкрд╛рд▓рдХрд╛рдВрдирд╛, рд╡реНрдпрд╡рд╕реНрдерд╛рдкрдирд╛рд▓рд╛ рд▓реЗрдЦреА рд╕реНрд╡рд░реВрдкрд╛рдд рдХрд│рд╡рд╛рд╡реЗ. рдорд╛рдирд╕рд┐рдХ рд╕рдорд╕реНрдпрд╛рдВрдХрдбреЗ рджреБрд░реНрд▓рдХреНрд╖ рдХрд░реВ рдирдпреЗ. рдПрдЦрд╛рджреНрдпрд╛рдЪреНрдпрд╛ рдЬреАрд╡рд╛рд╡рд░ рдмреЗрддреВ рд╢рдХрддреЗ. рдореБрд▓рд╛рдВрдЪреА рднрд╛рдВрдбрдгреЗ, рджрд╛рджрд╛рдЧрд┐рд░реА, рдЧреБрдВрдбрдЧрд┐рд░реА, рд░реЕрдЧрд┐рдВрдЧ, рд╡реНрдпрд╕рдиреЗ, рдЕрдиреИрддрд┐рдХрддрд╛ рдпрд╛рдВрдЪреА рд╣рд╛рддрд╛рд│рдгреА рдХреБрд╢рд▓рддреЗрдиреЗ рдХрд░рд╛рд╡реА. рдореА рдХрд╛ рдордзреНрдпреЗ рдкрдбреВ? рдорд▓рд╛ рдХрд╛рдп рддреНрдпрд╛рдЪреЗ? рдЕрд╕рд╛ рджреГрд╖реНрдЯрд┐рдХреЛрди рдПрдЦрд╛рджрд╡реЗрд│реА рдЕрдВрдЧрд▓рдЯ рдпреЗрддреЛ. рдЕрдкрдВрдЧрд╛рдВрдЪреНрдпрд╛ рд╕реБрд░рдХреНрд╖реЗрдЪреА рд╡рд┐рд╢реЗрд╖ рдХрд╛рд│рдЬреА рдШреНрдпрд╛рд╡реА. рдЖрддреНрддрд╛рдкрд░реНрдпрдВрдд рдкрд╛рд▓рдХрд╛рдВрдиреА, рд╢рд╛рд│рд╛рдВрдиреА, рд╕рдорд╛рдЬрд╛рдиреЗ рд╡ рд╕рд░рдХрд╛рд░рдиреЗ рдпрд╛ рд╡рд┐рд╖рдпрд╛рд▓рд╛ рд╣рд╛рддрдЪ рдШрд╛рддрд▓реЗрд▓рд╛ рдирд╛рд╣реА. рднрд╛рд╡реА рдкрд┐рдвреАрд▓рд╛ рд░рд╛рдорднрд░реЛрд╕реЗ рд╕реЛрдбреВрди рдЖрддрд╛ рдЪрд╛рд▓рдгрд╛рд░рдЪ рдирд╛рд╣реА. рдХреГрддреА рдХрд░рд╛рд╡реАрдЪ рд▓рд╛рдЧреЗрд▓. рдЖрддрд╛ рдЪрд░реНрдЪрд╛ рдкреБрд░реЗ!  – рд╡рд┐рджреНрдпрд╛рд╡рд╛рдЪрд╕реНрдкрддрд┐ рдбреЙ. рдЕрдирд┐рд▓ рдореЛрдХрд╛рд╢реА (рдмрд╛рд▓рд░реЛрдЧрддрдЬреНрдЮ)рдПрдордмреАрдмреАрдПрд╕, рдПрдордбреА, рдбреАрд╕реАрдПрдЪ, рдПрдлрдЖрдпрдПрдкреА,рдкреАрдПрдЪрдбреА (рдореБрд▓рд╛рдВрдЪреА рд╡рд╛рдв рд╡ рд╡рд┐рдХрд╛рд╕)

рд╢рд╛рд▓реЗрдп рд╕реБрд░рдХреНрд╖рд╛ рдЖрддрд╛ рд░рд╛рдорднрд░реЛрд╕реЗ рд╕реЛрдбреВрди рдЪрд╛рд▓рдгрд╛рд░рдЪ рдирд╛рд╣реА. Read Post ┬╗

Teacher Asking a Question to the Class

School Safety: Are We Leaving Our Children to Fate?

#10 Accidents in schools can often be prevented. However, when they do occur, itтАЩs crucial to handle them systematically. The safety of children within school premises is ultimately the responsibility of the school management. Yet, when everyone is considered responsible, it can lead to a situation where, effectively, nobody feels accountable. ThatтАЩs why responsibility needs to be assigned to specific individuals. Designating a Child Safety Officer Every school should appoint a “Child Safety Officer” from among the teaching staff. This person should be well-versed in safety rules and management protocols. They would not only lead their own team but also work alongside the Principal, class teachers, and student monitors to foster a culture of safety. Together, they can organize child safety and first aid training sessions for teachers, parents, and students. Ensuring Safe Handovers and Monitoring At the school gate, a responsible staff member should oversee the handover of students to their guardians. It’s essential to verify the identity of the person picking up the child and to document any suspicious activities. This includes collecting information about taxi and auto drivers, such as their names, addresses, and phone numbers. For school buses, strict adherence to safety rules is non-negotiable. Visibility and Preparedness While on school premises, children should always be within the line of sight of responsible adults. A first aid kit should be readily available at a designated spot. Any incidents should be documented thoroughly, including detailed descriptions and signatures from witnesses. Furthermore, a notice board should display emergency contact numbers for the Child Safety Officer, Principal, administration, doctors, ambulances, fire stations, and police. In the case of a medical emergency, having a nearby doctor on call, along with a written agreement regarding fees and consent from parents for treatment, is essential. Addressing Child Abuse and Safety Issues Child abuse is a serious issue that requires a proactive and planned approach. This involves identification, prevention, and corrective measures. Abuse can take many formsтАФphysical, sexual, psychological, or neglect. Schools should ensure that children are never out of sight of staff members, and efforts should be made to avoid isolated areas. Any external labor should be supervised directly by designated school staff, with proper identification recorded. Corporal punishment has no place in our schools; itтАЩs a crime. Children tend to behave well when they know they will be appreciated, rather than out of fear of punishment. Any suspicion of abuse should be documented and reported immediately. Behavioral issues, mental health problems, and incidents of bullying, fighting, or addiction must not be overlooked. Special considerations for the safety of handicapped children are also essential. The Urgency for Action Currently, it seems that no one is taking the safety of school children seriouslyтАФneither parents, schools, communities, nor the government. Children are often left at the mercy of fate. ItтАЩs time for action, not just discussion. LetтАЩs prioritize the safety and well-being of our children before itтАЩs too late. – Dr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD (Child Growth and Development)

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Embracing the Digital Age тАУ A Grandfather’s Dilemma : Part 2

#09 ChildrenтАЩs minds are highly adaptable, and they quickly learn to navigate the digital world. Their brains are incredibly flexible тАУ a phenomenon called “neuroplasticity.” In fact, during the first three years of life, a childтАЩs brain forms over a million new connections every second! Exposure to digital media can enhance listening, comprehension, and decision-making skills, which is why the younger generation often seems тАЬsmarterтАЭ than we were at their age. However, many misconceptions surround technology, particularly smartphones. Misinformation and fear drive assumptions that screens cause issues like insomnia, cancer, anxiety, ADHD, and more. While these concerns are valid to some extent, many are exaggerated or based on pseudoscience. We must approach these issues with a balanced, scientific perspective, especially as artificial intelligence and other technologies increasingly integrate into our daily lives. Teaching Responsible Digital Use ItтАЩs crucial to teach children how to be safe and responsible in their use of technology. Here’s a list of essential digital safety principles for children: – Dr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD(Child Growth and Development)

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Grandfather & Grandson

Embracing the Digital Age тАУ A Grandfather’s Dilemma : Part 1

#08 тАЬAaba, I want to start my own vlog. Will you help me?тАЭ Samihan (9). When my nine-year-old grandson asked me this question, I found myself at a crossroads. As a grandfather with over 50 years of experience as a developmental pediatrician and a Ph.D. in child growth and development, I’ve always preached about the dangers of screen time, mobile devices, and the negative impacts of technology on young minds. Yet here was my grandson, full of curiosity, eager to learn and create something new in a world shaped by technology. So, should I shut him down? Should I push him away from modern tools that might define his future? As much as I want to rely on my decades-old knowledge, I realized that times have changed. My decisions today cannot be rooted in the past. Instead of sending him to a тАШtyping class,тАЩ I now must consider encouraging his exploration of the digital world, just as I would have embraced a computer class back in the day. Today’s children are introduced to gadgets before they even learn to walk or talk. If mobile devices haven’t “ruined” adults, why do we assume they’ll harm children? The real issue isn’t the devices themselves тАУ it’s our fear of the unknown. We’re unfamiliar with the effects of this new technology, and that fear drives our concerns. It’s reminiscent of the initial reactions to landlines, television, and even the internet. At first, we resisted these innovations, but once we became familiar with them, we accepted their place in our lives. The digital revolution has already reshaped the world, and it’s up to us to prepare our children for this 21st-century reality. They need to be taught how to use technology safely and responsibly. We teach them how to ride bicycles, drive cars, and swim тАУ the same logic should apply to the digital realm. The Benefits of Digital Technology for Children The тАЬGoldilocks EffectтАЭ The key to benefiting from technology is moderation. The Goldilocks Effect suggests that, like Goldilocks finding the perfect bowl of porridge, thereтАЩs an ideal amount of time children should spend online. Too much or too little can be harmful, but research shows that 1-2 hours a day is optimal for mental well-being. Beyond this, the risks increase, so it’s essential to guide children towards balanced usage. – Dr. Anil Mokashi (Pediatrician)MBBS, MD, DCH, FIAP, PhD (Child Growth and Development)

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chikungunya

рдмрд╛ рдЕрджрдм рдмрд╛ рдореБрд▓рд╛рд╣рд┐рдЬрд╛, рд╣реЛрд╢рд┐рдпрд╛рд░, рд╕рдореНрд░рд╛рдЯ рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рдЖ рд░рд╣реЗ рд╣реИ !

#07 рд╕рд░реНрд╡ рд╡рд┐рд╖рд╛рдгреВ рдЬрдЧрддрд╛рдЪреНрдпрд╛ рд╕рджрд╕реНрдпрд╛рдВрдирд╛ рд╕рдореНрд░рд╛рдЯ рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛рдЪрд╛ рдирдорд╕реНрдХрд╛рд░. рдЖрдЬ рдЖрдкрдг рдЗрдереЗ рдорд╣рд╛рд░рд╛рд╖реНрдЯреНрд░ рдХрд╛рдмреАрдЬ рдХреЗрд▓реНрдпрд╛рдЪрд╛ рдЖрдирдВрджреЛрддреНрд╕рд╡ рд╕рд╛рдЬрд░рд╛ рдХрд░рдгреНрдпрд╛рд╕рд╛рдареА рдЬрдорд▓реЛ рдЖрд╣реЛрдд. рддреНрдпрд╛ рдирд┐рдорд┐рддреНрддрд╛рдиреЗ рдЖрдкрдг рдорд╛рдирд╡рдЬрд╛рддреАрд╡рд░ рдХреЗрд▓реЗрд▓реНрдпрд╛ рдЖрдХреНрд░рдордгрд╛рдЪрд╛, рдЖрдкрд▓реНрдпрд╛ рддрдпрд╛рд░реАрдЪрд╛ рдЖрдгрд┐ рдорд╛рдирд╡рдЬрд╛рддреАрдЪреНрдпрд╛ рддрдпрд╛рд░реАрдЪрд╛ рдЖрдврд╛рд╡рд╛ рдШреЗрдгрд╛рд░ рдЖрд╣реЛрдд. рднрд╛рд░рддрд╛рдмрд╛рдмрдд “рдмрд╛рд░реА рдЕрдм рдХрд┐, рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рдХрд┐” рдЕрд╕рд╛ рдЖрдкрд▓рд╛ рдирд╛рд░рд╛ рдЖрд╣реЗ. рдкрдг рддреНрдпрд╛рд╕рд╛рдареА рдЖрдкрд▓реНрдпрд╛рд▓рд╛ рд░рдгрдиреАрддреА рдард░рд╡рд╛рдпрд▓рд╛ рдкрд╛рд╣рд┐рдЬреЗ. рдЖрдкрдг рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛, рдЕрд▓реНрдлрд╛ рдкреНрд░рдЬрд╛рддреАрддреАрд▓ рдЖрд╣реЛрдд. рдЪреАрдирдордзреНрдпреЗ рд░рд╛рдЬреНрдп рдХрд░рдгрд╛рд░реЗ рдУрдпрд╛рдВрдЧ рдореЛрдпрд╛рдВрдЧ рд╡рд┐рд╖рд╛рдгреВ рдЖрдкрд▓реЗ рд╕рдЦреНрдЦреЗ рднрд╛рдКрдмрдВрдж рдЕрд╕реВрди рддреЗрд╣реА рдЕрд▓реНрдлрд╛рдЪ рдЖрд╣реЗрдд. рдЖрд░.рдПрди.рдП. рдХреБрд▓рд╛рддреАрд▓ рдЖрдкрд▓реА рдЪреБрд▓рдд рд╢рд╛рдЦрд╛ рдореНрд╣рдгрдЬреЗ рдПрдЪ.рдЖрдп.рд╡реНрд╣реА., рдлреНрд▓реВ рдЖрдгрд┐ рдбреЗрдВрдЧреА. рдЖрдкрд▓реЗ рдбреА.рдПрди.рдП. рдХреБрд▓рд╛рддреАрд▓ рдЬрд╛рддреАрдмрд╛рдВрдзрд╡ рдЖрд╣реЗрдд рджреЗрд╡реА, рдХрд╛рдВрдЬрд┐рдгреНрдпрд╛ рд╡ рдирд╛рдЧреАрдг. рдЖрдкрдг рд╕рдЧрд│реЗ рдкреВрд░реНрдг рддрд╛рдХрджреАрдирд┐рд╢реА рдЖрдкрд╛рдкрд▓рд╛ рд╕рд╛рдореНрд░рд╛рдЬреНрдпрд╡рд┐рд╕реНрддрд╛рд░ рдХрд░рдгреНрдпрд╛рдЪреНрдпрд╛ рдорд╛рдЧреЗ рдЖрд╣реЛрдд. рдорд╛рдгрд╕рд╛рд▓рд╛ рд╡рд╛рдЯрддреЗ рдкреГрдереНрд╡реАрд╡рд░ рддреНрдпрд╛рдЪреЗ рд░рд╛рдЬреНрдп рдЖрд╣реЗ. рдорд╛рдХрдбрд╛рдВрдирд╛ рд╡рд╛рдЯрддреЗ рдкреГрдереНрд╡реАрд╡рд░ рддреНрдпрд╛рдВрдЪреЗ рд░рд╛рдЬреНрдп рдЖрд╣реЗ. рдкрдг рдЦрд░рдВ рддрд░ рдкреГрдереНрд╡реА рдЖрдкрд▓реА рдЖрд╣реЗ. рдЖрдкрд▓реНрдпрд╛ рд╕рд░реНрд╡рд╢реНрд░реЗрд╖реНрда рд╡рд┐рд╖рд╛рдгреВ рдЬрд╛рддреАрд╕рд╛рдареА рдЖрдкрд▓реНрдпрд╛ рд╕рдВрдЦреНрдпреЗрдЪреНрдпрд╛ рдЖрдзрд╛рд░рд╛рд╡рд░ рдкреГрдереНрд╡реАрд╡рд░ рд╢рдВрднрд░ рдЯрдХреНрдХреЗ рдЖрд░рдХреНрд╖рдг рд╣реЗ рдорд┐рд│рд╡рд╛рдпрд▓рд╛рдЪ рд╣рд╡реЗ. рджреЗрд╡рд╛рдЪреА рдкрдг рддреАрдЪ рдЗрдЪреНрдЫрд╛ рдЖрд╣реЗ. рдореНрд╣рдгреВрди рддрд░ рджреЗрд╡рд╛рдиреЗ рдЖрдкрд▓реНрдпрд╛ рд╡рд┐рд╖рд╛рдгреВ рд╕рдорд╛рдЬрд╛рд▓рд╛ рд╕реНрдлреЛрдЯрдХ рдкреНрд░рдЬрдирди рдХреНрд╖рдорддреЗрдЪреЗ рд╡рд░рджрд╛рди рджрд┐рд▓реЗ рдЖрд╣реЗ. рдЕреЕрдбреАрд╕ рдЗрдЬрд┐рдкреНрддреА рдпрд╛ рдбрд╛рд╕рд╛рдВрдЪреА рдиреЗрдордгреВрдХ рджреЗрд╡рд╛рдиреЗ рдЖрдкрд▓реЗ рд╡рд╛рд╣рди рдореНрд╣рдгреВрди рдХреЗрд▓реА рдЖрд╣реЗ. рддреНрдпрд╛рдВрдЪреНрдпрд╛ рдкреЛрдЯрд╛рдд рдмрд╕реВрди рдЖрдкрдг рдПрдХрд╛ рдорд╛рдгрд╕рд╛рдкрд╛рд╕реВрди рджреБрд╕-рдпрд╛ рдорд╛рдгрд╕рд╛рдкрд░реНрдпрдВрдд рд╡ рдЕрд╕рд╛рдЪ рдЬрдЧрднрд░ рдЖрдкрд▓реНрдпрд╛ рд╡рд┐рд╖рд╛рдгреВрд╡реГрддреНрддреАрдЪрд╛ рд╕рд╛рдореНрд░рд╛рдЬреНрдпрдкреНрд░рд╕рд╛рд░ рдХрд░рддреЛ. рдореА рд╕рдореНрд░рд╛рдЯ рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рдЖрдЬ рдЕреЕрдбреАрд╕ рдЗрдЬрд┐рдкреНрддреА рдбрд╛рд╕рд╛рдВрдЪреА рдЖрдкрд▓реНрдпрд╛ рд╕рд╛рдореНрд░рд╛рдЬреНрдпрд╛рдЪреЗ “рдСрдлреАрд╢рд┐рдпрд▓ рдХреЕрд░рд┐рдЕрд░” рдореНрд╣рдгреВрди рдЬрд╛рд╣реАрд░ рдиреЗрдордгреВрдХ рдХрд░рддреЛ. (рдкреНрд░рдЪрдВрдб рдЯрд╛рд│реНрдпрд╛, рд╡рд┐рд╖рд╛рдгреВ рд╣реГрджрдпрд╕рдореНрд░рд╛рдЯ рдЪреАрдХреБрдирдЧреБрдгреНрдпрд╛рдЪрд╛ рд╡рд┐рдЬрдп рдЕрд╕реЛ, рд╡рд┐рдЬрдп рдЕрд╕реЛ, рдЕрд╢рд╛ рдЖрд░реЛрд│реНрдпрд╛, рддреБрддрд╛-рдпрд╛ рдЗ.рдЗ.) рдЖрдкрд▓реНрдпрд╛ рдЪрд┐рдХреБрдирдЧреБрдиреНрдпрд╛ рд╕рд╛рдореНрд░рд╛рдЬреНрдпрд╛рдЪреА рдореБрд╣реВрд░реНрддрдореЗрдв рдЖрдлреНрд░рд┐рдХрд╛ рдЦрдВрдбрд╛рддреАрд▓ рдЯрд╛рдВрдЭрд╛рдирд┐рдпрд╛ рджреЗрд╢рд╛рдд резрепрелреи рд╕рд╛рд▓реА рдЭрд╛рд▓реА. рддреНрдпрд╛рджрд┐рд╡рд╢реА рд╢реНрд░реАрдордВрдд рдереЛрд░рд▓реЗ рдЪрд┐рдХреБрдирдЧреБрдиреНрдпрд╛ рдпрд╛рдВрдЪреА рдкрд╣рд┐рд▓реНрдпрд╛рдВрджрд╛ рдУрд│рдЦ рдкрдЯрд▓реНрдпрд╛рдЪреА рдиреЛрдВрдж рдорд╛рдгрд╕рд╛рдиреЗ рдХреЗрд▓реА рдЖрд╣реЗ. рддрд┐рдереВрди рд╕реБрд░реБ рдЭрд╛рд▓реЗрд▓рд╛ рдЖрдкрд▓реНрдпрд╛ рдЕрд╢реНрд╡рдореЗрдз рд░реЛрдЦрдгреНрдпрд╛рдЪреА рддрд╛рдХрдж рдкреГрдереНрд╡реАрд╡рд░ рдХреБрдгрд╛рдЪреАрд╣реА рдирд╛рд╣реА. рдЖрдкрдг рдЕрдЬрд┐рдВрдХреНрдп рдЖрд╣реЛрдд. рдЖрдкрдг рд╡рд┐рд╢реНрд╡рд╡рд┐рдЬреЗрддреЗ рдЖрд╣реЛрдд. резрепремрей рд╕рд╛рд▓реА рдЖрдкрдг рдХрд▓рдХрддреНрддрд╛ рдкрд╛рд░ рдЭреЗрдВрдбрд╛ рдлрдбрдХрд╡рд▓рд╛. реирежрежрел рдкрд░реНрдпрдиреНрдд рджрдХреНрд╖рд┐рдг рднрд╛рд░рддрд╛рддрд▓реНрдпрд╛ рджреЛрди рд▓рд╛рдЦ рдорд╛рдгрд╕рд╛рдВрдЪреНрдпрд╛ рд╢рд░реАрд░рд╛рдд рдЖрдкрдг рдкреНрд░рд╡реЗрд╢ рдХреЗрд▓рд╛. реирежрежрем рдордзреНрдпреЗ рдирд╛рд╢рд┐рдХ рдЬрд┐рд▓реНрд╣реНрдпрд╛рддреАрд▓ рдорд╛рд▓реЗрдЧрд╛рд╡, рд╕рдВрдкреВрд░реНрдг рдорд░рд╛рдард╡рд╛рдбрд╛ рдЖрдгрд┐ рдУрд░рд┐рд╕рд╛ рд╕рд░реН рдХреЗрд▓реЗ. рдЖрддрд╛ рдЖрдкрд▓реА рдкреНрд░рдЬрд╛ рд╕рд░реНрд╡рддреНрд░ рдЫрд╛рди рдзреБрдорд╛рдХреВрд│ рдШрд╛рд▓реАрдд рдЖрд╣реЗ. рдЖрдкрд▓реНрдпрд╛ рдЪрд┐рдХреБрдирдЧреБрдиреНрдпрд╛ рдирд╛рд╡рд╛рдЪреА рдПрдХ рд╕реНрдЯреЛрд░реА рдЖрд╣реЗ. рдЪрд┐рдХрдирдЪрд╛ рдЖрдгрд┐ рдЪрд┐рдХреБрдирдЧреБрдиреНрдпрд╛рдЪрд╛ рдХрд╛рд╣реА рд╕рдВрдмрдВрдз рдирд╛рд╣реА рд╣реЗ рд╕реНрдкрд╖реНрдЯ рдХрд░рддреЛ. рдирд╛рд╣реАрддрд░ рдмрд┐рдЪрд╛рд░рд╛ рдкреЛрд▓реНрдЯреНрд░реА рдЙрджреНрдпреЛрдЧ! рдлрдЯ рдореНрд╣рдгрддрд╛ рдмрдВрдж рдкрдбрд╛рдпрдЪрд╛! рдЖрдкрдг рдорд╛рдгрд╕рд╛рдЪреНрдпрд╛ рд╢рд░реАрд░рд╛рдд рдкреНрд░рд╡реЗрд╢ рдХреЗрд▓реНрдпрд╛рдирдВрддрд░ рддреЛ рдкрд╛рдарджреБрдЦреАрдиреЗ (рдЖрдкрд▓реЗ рдореВрд│ рд╕реНрдерд╛рди, рд╕рдЧрд│реНрдпрд╛рдВрдиреА рдирдорд╕реНрдХрд╛рд░ рдХрд░рд╛рд╡рд╛.) “рдореЛрдХрд╛рдВрдбреЗ” рднрд╛рд╖реЗрдд рд╡рд╛рдХрдгреЗ, рд╡рд╛рдХрдбреЗ рдЪрд╛рд▓рдгрд╛-рдпрд╛рд▓рд╛  рдХреБрдгрдЧреБрдгреНрдпрд╛ рдореНрд╣рдгрддрд╛рдд. рддреНрдпрд╛рд╡рд░реВрдирдЪ рдЖрдкрд▓рдВ рдЪрд┐рдХреБрдирдЧреБрдиреНрдпрд╛ рд╣реЗ рд╕рдорд░реНрдкрдХ рдирд╛рд╡ рдкрдбрд▓реЗ. рдорд░рд╛рдард╡рд╛рдбреНрдпрд╛рддреАрд▓ рд▓реЛрдХ рдЖрдкрд▓реНрдпрд╛рд▓рд╛ рдЖрдХрдбреНрдпрд╛ рдореНрд╣рдгреВрди рдУрд│рдЦрддрд╛рдд. резрепрелреи рддреЗ реирежрежрел рд╣рд╛ рдХрд╛рд▓рдЦрдВрдб рдЖрдкрд▓реНрдпрд▓рд╛ рдлрд╛рд░ рдЦрдбрддрд░ рд╡ рдкрд░реАрдХреНрд╖реЗрдЪрд╛ рдЧреЗрд▓рд╛. резрепрелреи рдордзреНрдпреЗ рдкреГрдереНрд╡реАрд╡рд░ рдЖрдкрд▓реНрдпрд╛ “рдлрдХреНрдд рджреЛрдирдЪ рд╕рд┐рдЯрд╛” рд▓рд╛рдЧрд▓реНрдпрд╛. рдлрдХреНрдд рджреЛрди рджреЗрд╢рд╛рдд рдЖрдкрд▓реЗ рдЕрд╕реНрддрд┐рддреНрд╡ рд╣реЛрддреЗ. рдЖрдкрдг рдЦреВрдк рдзрдбрдкрдб рдХреЗрд▓реА. рдХрдзреА рд╡рд┐рд╖рд╛рдгреВрд╡рд╛рдж, рдХрдзреА рд╕рдорд╛рдЬрд╡рд╛рдж, рдХрдзреА рдЗрддрд░ рд╡рд┐рд╖рд╛рдгреВрдВрдмрд░реЛрдмрд░ рд╕реАрдЯ рд╢реЗрдЕрд░рд┐рдВрдЧ. рдХрд╛рд╣реА рдЬрдореЗрдирд╛. рдкрдг реирежрежрел рдордзреНрдпреЗ рдХреНрд░рд╛рдВрддреА рдЭрд╛рд▓реА. рдЖрдкрд▓реНрдпрд╛ рдЧреБрдгрд╕реВрддреНрд░рд╛рдВрдордзреНрдпреЗ рдмрджрд▓ рдШрдбреВрди рдЖрд▓рд╛. рдЖрдгрд┐ рдиреЗрдордХреА рддреНрдпрд╛рдЪрд╡реЗрд│реА рднрд╛рд░рддреАрдпрд╛рдВрдЪреА рд╕рдореВрд╣ рдкреНрд░рддрд┐рдХрд╛рд░рд╢рдХреНрддреА (рд╣рд░реНрдб рдЗрдореНрдпреБрдирд┐рдЯреА) рдХрдореА рдЭрд╛рд▓реА. рдЪрдорддреНрдХрд╛рд░ рдЭрд╛рд▓рд╛. рджреЛрди рд╡рд░реВрди рдЙрдбреА рдорд╛рд░реВрди рдЖрдкрд▓реНрдпрд╛ рейрежреж рд╕рд┐рдЯрд╛ рд▓рд╛рдЧрд▓реНрдпрд╛. рейрежреж рджреЗрд╢рд╛рдд рдЖрдкрд▓реЗ рд░рд╛рдЬреНрдп рдЖрд▓реЗ. рдЖрдЬ рдпрд╛ рдШрдбреАрд▓рд╛ рдорд▓рд╛ рд╕рд╛рдВрдЧрд╛рдпрд▓рд╛ рдЖрдирдВрдж рд╣реЛрддреЛ рдЖрд╣реЗ рдХрд┐, рдЖрдкрд▓реЗ рдорд╛рдирд╡рд╛рд╡рд░реАрд▓ рдЖрдХреНрд░рдордг рдпрд╢рд╕реНрд╡реА рдЭрд╛рд▓реЗ рдЖрд╣реЗ. рдкреНрд░рдЪрдВрдб рдЯрд╛рд│реНрдпрд╛. реирео рдХрд╛рд░рдЦрд╛рдиреНрдпрд╛рддреАрд▓ рдкреНрд░рддреНрдпреЗрдХреА резреирел рдЯреНрд░рдХ рднрд░реВрди рдЖрдгрд▓реЗрд▓реНрдпрд╛ рд╡рд┐рд╖рд╛рдгреВрдВрдЪреНрдпрд╛ рдЖрд░реЛрд│реНрдпрд╛. рд╕рдореНрд░рд╛рдЯ рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рдЖрдЧреЗ рдмрдвреЛ. рд╣рдо рддреБрдореНрд╣рд╛рд░реЗ рд╕рд╛рде рд╣реИ! рдпреЗрдКрди рдпреЗрдКрди рдпреЗрдгрд╛рд░ рдХреЛрдг, рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛рдЪ рдЖрдгрдЦреА рдХреЛрдг? рдорд╛рдЭреНрдпрд╛ рд╡рд┐рд╖рд╛рдгреВ рдмрд╛рдВрдзрд╡рд╛рдВрдиреЛ, рд▓рдХреНрд╖рд╛рдд рдареЗрд╡рд╛, рдЖрдкрд▓реА рдбреА.рдПрди.рдП. рдЬрд╛рддреАрдЪреА рдЪреБрд▓рдд рдмрд╣реАрдг рд╕рдореНрд░рд╛рдЬреНрдЮреА рджреЗрд╡реА (рд╕реНрдореЙрд▓ рдкреЙрдХреНрд╕) рдПрдХреЗрдХрд╛рд│реА рдкреГрдереНрд╡реАрд╡рд░ рд░рд╛рдЬреНрдп рдХрд░рдд рд╣реЛрддреА. рдкрдг рдпрд╛, рдпрд╛ рдорд╛рдгрд╕рд╛рдиреЗ рд▓рд╕ рд╢реЛрдзреВрди рдХрд╛рдвреВрди рддрд┐рдЪреНрдпрд╛ рд╕рд╛рдореНрд░рд╛рдЬреНрдпрд╛рдЪрд╛ рдирд╛рдпрдирд╛рдЯ рдХреЗрд▓рд╛. рддрд┐рдЪрд╛ рд╕рд░реНрд╡рдирд╛рд╢ рдХреЗрд▓рд╛. рддрд┐рд▓рд╛ рдирд╛рдорд╢реЗрд╖ рдХреЗрд▓реЗ. (рд╢реЗрдо, рд╢реЗрдо, рдЖрд░реЛрд│реНрдпрд╛). рдЖрдореНрд╣реА рдорд╛рдгрд╕рд╛рд▓рд╛ рддреНрд░рд╛рд╕ рджреЗрдд рдЕрд╕рд▓реЛ рддрд░ рдЖрдореНрд╣реА рддреНрдпрд╛рд▓рд╛ рдорд╛рд░реВрди рддрд░ рдЯрд╛рдХреАрдд рдирд╛рд╣реА рдирд╛? рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рдЬреАрд╡ рдШреЗрдгрд╛ рдирд╛рд╣реА рд╣реЗ рдХрд╛рдп рдорд╛рдгрд╕рд╛рд▓рд╛ рдорд╛рд╣рд┐рдд рдирд╛рд╣реА? рдордЧ рддреЛ рдХрд╛ рдЖрдордЪреНрдпрд╛ рд╡рд┐рд░реБрджреНрдз рдХрдЯ рдХрд╛рд░рд╕реНрдерд╛рдиреЗ рдХрд░рддреЛ? рдЖрдкрдг рд╢рд░реАрд░рд╛рдд рдЧреЗрд▓реНрдпрд╛рд╡рд░ рдорд╛рдгрд╕рд╛рд▓рд╛ рдердВрдбреА рддрд╛рдкреВрди рддрд╛рдк рдпреЗрддреЛ. рдЕрдВрдЧрд╛рд╡рд░ рдкреБрд░рд│ рдпреЗрддреЗ, рдЕрдВрдЧ рджреБрдЦрддреЗ, рд╕рд╛рдВрдзреЗ рджреБрдЦрддрд╛рдд, рдбреЛрдХреЗ рджреБрдЦрддреЗ, рдбреЛрд│реЗ рджреБрдЦрддрд╛рдд, рдбреЛрд│реЗ рд▓рд╛рд▓ рд╣реЛрддрд╛рдд, рдкреНрд░рдХрд╛рд╢ рд╕рд╣рди рд╣реЛрдд рдирд╛рд╣реА. рдХрд╛рд╣реА рд▓рд╣рд╛рди рдореБрд▓рд╛рдВрдирд╛ рдЭрдЯрдХреЗ рдпреЗрд╡реВ рд╢рдХрддрд╛рдд. рд╣рд┐рд░рдбреНрдпрд╛рддреВрди рдереЛрдбреЗрд╕реЗ рд░рдХреНрдд рдпреЗрдК рд╢рдХрддреЗ. рдПрдХ рджреЛрди рдЖрдард╡рдбреНрдпрд╛рддрдЪ рд░реБрдЧреНрдг рдкреВрд░реНрдгрдкрдгреЗ рдмрд░рд╛ рд╣реЛрддреЛ. рдХреНрд╡рдЪрд┐рддрдЪ рдХрд╛рд╣реА рдЬрдгрд╛рдВрдирд╛ рдмрд░реАрдЪ рд╡рд░реНрд╖реЗ рд╕рд╛рдВрдзреЗрджреБрдЦреАрдЪрд╛ рддреНрд░рд╛рд╕ рд╣реЛрдК рд╢рдХрддреЛ. рдорд╛рдЭреНрдпрд╛ рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рдмрд╛рдВрдзрд╡рд╛рдиреЛ, рдЕрдВрддрд┐рдо рдпрд╢рд╛рд╕рд╛рдареА рдорд╛рдЭреА рд╡рд┐рдирдВрддреА рдЖрд╣реЗ рдХрд┐ ”рдПрдХ рд╡реНрд╣рд╛” рд╕рдВрдШрдЯреАрдд рд╡реНрд╣рд╛. рд▓рд╛рдЦреЛрдВрдЪреНрдпрд╛ рд╕рдВрдЦреНрдпреЗрдиреЗ рдорд╛рдирд╡рд╛рд╡рд░ рдЖрдХреНрд░рдордг рдХрд░рд╛. рдЖрд░.рдПрди.рдП. рд╡рд┐рд╖рд╛рдгреВрдВрдЪреНрдпрд╛ рд╕рд░реНрд╡ рдкреНрд░рдЬрд╛рддреАрдВрдЪреНрдпрд╛ рдПрдХреАрдЪреЗ рдмрд│ рдЬрд╛рдгрд╛. рд╣реА рдПрдХреА рдиреЗрддреГрддреНрд╡рд╛рд╕рд╛рдареА рдирдХреЛ. рдХрд╛рд░реНрдпрд╛рд╕рд╛рдареА рд╣рд╡реА. рдЖрдкрд╛рдкрд▓реЗ рд╕реНрд╡рддрдВрддреНрд░ рдЕрд╕реНрддрд┐рддреНрд╡ рдареЗрдКрдирд╣реА рд╕реАрдЯ рд╢реЗрдЕрд░рд┐рдВрдЧ рд╣реЛрдК рд╢рдХрддреЗ. рдЖрдкрд▓реНрдпрд╛ рд╡ рдбреЗрдВрдЧреАрдЪреНрдпрд╛ рдпреБрддреАрдЪрд╛ рдкрд░рд┐рдгрд╛рдордХрд╛рд░рдХ рдЕрдиреБрднрд╡ рд▓рдХреНрд╖рд╛рдд рдареЗрд╡рд╛. рдЕреЕрдбреАрд╕ рдЗрдЬрд┐рдкреНрддреА рд╣реЗ рдбреЗрдВрдЧреА рд╕рд╛рдореНрд░рд╛рдЬреНрдпрд╛рдЪреЗрд╣реА рдСрдлрд┐рд╢рд┐рдпрд▓ рдХреЕрд░рд┐рдЕрд░ рдЖрд╣реЗ. рдбреЗрдВрдЧреАрдмрд░реЛрдмрд░рдЪ рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛рдВрдиреА рдбрд╛рд╕рд╛рдВрдЪреНрдпрд╛ рдкреЛрдЯрд╛рдд рд╕реАрдЯ рд╢реЗрдЕрд░рд┐рдВрдЧ рдХреЗрд▓реНрдпрд╛рдореБрд│реЗ рдПрдХрд╛рдЪрд╡реЗрд│реА рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рд╡ рдбреЗрдВрдЧреА рд╣реЛрдК рд╢рдХрддреЛ. рдЕрддрд┐рд░рдХреНрддрд╕реНрддреНрд░рд╛рд╡рд╛рдЪреЗ рд╕рдВрд╣рд╛рд░рдХ рд╢рд╕реНрддреНрд░ рдпрд╛ рдпреБрддреАрдореБрд│реЗрдЪ рдЖрдкрд▓реНрдпрд╛рд▓рд╛ рдорд┐рд│рд╛рд▓реЗ рдЖрд╣реЗ рдпрд╛рдЪреА рдЬрд╛рдгреАрд╡ рдареЗрд╡рд╛. рдпреБрддреА рдЖрдШрд╛рдбреАрдЪреНрдпрд╛ рдЬрдорд╛рдиреНрдпрд╛рдд резреирел рд╡рд░реНрд╖рд╛рдЪреЗ рдвреЛрд▓ рдирд┐рд░реБрдкрдпреЛрдЧреА рдард░рддрд╛рдд. рдЬрдорд┐рдиреАрд╡рд░реАрд▓ рдмреЗрд░рдЬрд╛рдЪ рдЙрдкрдпреБрдХреНрдд рдард░рддрд╛рдд. рдорд╛рдгрд╕рд╛рдВрдиреА рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рд╡рд┐рд░реБрджреНрдзрдЪреНрдпрд╛ рд▓рдврд╛рдИрдд рдЖрдЦрд▓реЗрд▓реА рд░рдгрдиреАрддреА рд╕рдордЬрд╛рд╡реВрди рдШреНрдпрд╛. рддреНрдпрд╛рдкреНрд░рдорд╛рдгреЗ рдЖрдкрд▓реА рдзреЛрд░рдгреЗ рдЖрдЦрд╛. рдорд╛рдгрд╕рд╛рдиреЗ рдЖрдкрд▓реНрдпрд╛ рд╡рд┐рд░реБрджреНрдз рддреНрд░рд┐рд╕реВрддреНрд░рд┐ рдХрд╛рд░реНрдпрдХреНрд░рдо рдЖрдЦрд▓рд╛ рдЖрд╣реЗ. рез. рдирд┐рджрд╛рди реи. рдЙрдкрдЪрд╛рд░ рей.  рдкреНрд░рддрд┐рдмрдВрдз. рдорд┐рддреНрд░рд╛рдВрдиреЛ рдорд╛рдгрд╕рд╛рдЪреНрдпрд╛ рдпрд╛ рд╡реИрдЬреНрдЮрд╛рдирд┐рдХ рдкреНрд░рдЧрддреАрдиреЗ рдШрд╛рдмрд░реВрди рдЬрд╛рдгреНрдпрд╛рдЪреЗ рдХрд╛рд╣реА рдХрд╛рд░рдг рдирд╛рд╣реА. рдирд╛рдгреНрдпрд╛рд▓рд╛ рджреБрд╕рд░реАрд╣реА рдмрд╛рдЬреВ рдЕрд╕рддреЗ. рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛рдЪреЗ рддрддреНрдХрд╛рд│ рдирд┐рджрд╛рди рдХрд░рдгрд╛рд░реЗ рддрдВрддреНрд░ рдЕрдЬреВрди рдорд╛рдгрд╕рд╛рд▓рд╛ рдЕрд╡рдЧрдд рдЭрд╛рд▓реЗ рдирд╛рд╣реА. рдЖрдЬ рдШрдбреАрд▓рд╛ рдкреВрд░реНрдг рднрд╛рд░рддрд╛рддрд▓реЗ рд╕рдБрдореНрдкрд▓ рдкреБрдгреНрдпрд╛рдЪреНрдпрд╛ рдиреЕрд╢рдирд▓ рдЗрдирд╕реНрдЯрд┐рдЯрдпреВрдЯ рдСрдл рд╡реНрд╣реЙрдпрд░реЙрд▓реЙрдЬреАрдд рдкрд╛рдард╡рд╛рд╡реЗ рд▓рд╛рдЧрддрд╛рдд. рддреЗрд╡рдврдпрд╛ рдХрд╛рд▓рд╛рд╡рдзреАрдд рдЖрдкрдг рдкреБрдврдЪреНрдпрд╛ рд░рд╛рдЬреНрдпрд╛рдд рдЬрд╛рдКрди рдкрдг рдкреЛрд╣рдЪрддреЛ. рдЖрдгрд┐ рднрд╛рд░рддреАрдп рд╕рдорд╛рдЬрд╛рдЪреА рдмреЗрдлрд┐рдХрд┐рд░реА рд╕реБрдзреНрджрд╛ рдЖрдкрд▓реНрдпрд╛рдЪ рдкрдереНрдпрд╛рд╡рд░ рдкрдбрддреЗ рдЖрд╣реЗ. рдЬреЛрдкрд░реНрдпрдВрдд рднрд╛рд░рддрд╛рддреАрд▓ рдорд┐рдбрд┐рдпрд╛ рдЖрдкрд▓реНрдпрд╛ рдмрд╛рдЬреВрдиреА рдЖрд╣реЗрдд рддреЛрд╡рд░ рдХрд╛рд│рдЬреА рдХрд░рдгреНрдпрд╛рдЪреЗ рдХрд╛рд░рдг рдирд╛рд╣реА. рдореЗрдбрд┐рдпрд╛ рд╕рдорд╛рдЬрд╛рд▓рд╛ рдЦреЗрд│рд╡реВрди, рдЖрдкрд▓реНрдпрд╛ рд╕рд╛рдореНрд░рд╛рдЬреНрдп рд╡рд╛рдвреАрдХрдбреЗ рджреБрд░реНрд▓рдХреНрд╖ рдХрд░рд╛рдпрд▓рд╛ рд▓рд╛рд╡реВрди, рдЖрдкрд▓реНрдпрд╛рд▓рд╛рдЪ рдорджрдд рдХрд░рддреЛ рдЖрд╣реЗ. рддреНрдпрд╛рдВрдЪрд╛ рдпрд╛ рдорджрддреАрд╕рд╛рдареА рдореА рдмреЗрд╕реНрдЯ рдЪреЕрдиреЗрд▓, рдмреЗрд╕реНрдЯ рд╡реГрддреНрддрдкрддреНрд░, рдмреЗрд╕реНрдЯ рдорд╛рд╕рд┐рдХ рдЕрд╢рд╛ рд╡рд┐рд╡рд┐рдз рдкреБрд░рд╕реНрдХрд╛рд░рд╛рдВрдЪреА рдорд╛рд▓рд┐рдХрд╛рдЪ рдЬрд╛рд╣реАрд░ рдХрд░реАрдд рдЖрд╣реЗ. рдЬрдп рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛, рдЬрдп рдЕрд▓реНрдлрд╛, рдЬрдп рдЖрд░.рдПрди.рдП. рдЬрдп рд╡рд┐рд╖рд╛рдгреВ, рдмрд╛ рдЕрджрдм рдмрд╛ рдореБрд▓рд╛рд╣рд┐рдЬрд╛ рд╣реЛрд╢рд┐рдпрд╛рд░, рд╕рдореНрд░рд╛рдЯ рдЪрд┐рдХреБрдирдЧреБрдиреНрдпрд╛ рдЖ рд░рд╣реЗ рд╣реИ l тАУ рд╡рд┐рджреНрдпрд╛рд╡рд╛рдЪрд╕реНрдкрддрд┐ рдбреЙ. рдЕрдирд┐рд▓ рдореЛрдХрд╛рд╢реА (рдмрд╛рд▓рд░реЛрдЧрддрдЬреНрдЮ)рдПрдордмреАрдмреАрдПрд╕, рдПрдордбреА, рдбреАрд╕реАрдПрдЪ, рдПрдлрдЖрдпрдПрдкреА,рдкреАрдПрдЪрдбреА (рдореБрд▓рд╛рдВрдЪреА рд╡рд╛рдв рд╡ рд╡рд┐рдХрд╛рд╕)

рдмрд╛ рдЕрджрдм рдмрд╛ рдореБрд▓рд╛рд╣рд┐рдЬрд╛, рд╣реЛрд╢рд┐рдпрд╛рд░, рд╕рдореНрд░рд╛рдЯ рдЪрд┐рдХрдирдЧреБрдиреНрдпрд╛ рдЖ рд░рд╣реЗ рд╣реИ ! Read Post ┬╗

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