Social educational and leisure work with young people. Socio-pedagogical conditions for organizing leisure activities of youth in cultural and leisure centers. Specificity of work with children, adolescents, youth

by organization

leisure and social educational work

with the population at the place of residence

Moscow 2008

INTRODUCTION …………………………………………………………………… p. 3

SECTION 1. Content and forms of social and educational and leisure work with the population ………………………………………………………… p. 4

1.1. Content and directions of activities of social and educational and leisure work with children, adolescents, youth and other categories of the population at the place of residence ……………………………………………… .p. 4

1.2. Areas of activity, forms of social and educational and leisure work with the population at the place of residence (package of social and educational services) ………………… .. …………………………………… .p. 6

SECTION 2. Main indicators and standards of activity of municipal institutions of intracity municipalities of the city of Moscow, conducting social, educational and leisure work with the population at the place of residence ……………………………………………………………… ..… ... p. fourteen

2.1. The principles of organizing the activities of municipal institutions of intracity municipalities of the city of Moscow ... ………………………………………………………………………. …… p. fourteen

2.2. Program (planning) and reporting documentation of municipal institutions of intracity municipalities of the city of Moscow …………………………………………………………………………………. page 17

SECTION 3.Organization of the activities of specialists of municipal institutions of intracity municipalities of the city of Moscow ………………………………………………………………………………… .page 35

1.1. Content and directions of activity of social and educational and leisure work with the population at the place of residence

Leisure and social educational work with children, adolescents, youth and other categories of the population at the place of residence is carried out by local government bodies. To organize this activity, municipalities create municipal institutions, conclude social contract agreements with NPOs based on the results of competitive selection (clause 2 of the Decree of the Moscow Government dated 01.01.01, “On measures to implement the Law of the City of Moscow dated 01.01.01, No. 53“ On vesting local self-government bodies of intracity municipalities in the city of Moscow by separate powers of the city of Moscow in the sphere of organizing leisure, social and educational, physical culture, health and sports work with the population at the place of residence ").

Municipal institutions belong to the sphere of social, youth and family policy. Municipal institutions use in their activities previously accumulated intellectual and material and technical resources.

The legal basis for conducting social and educational work with children, adolescents and youth at the place of residence is the legal and regulatory acts of the Russian Federation and the city of Moscow in the field of youth and family policy, additional education and sports. Municipal institutions and NGOs working with children, adolescents, youth and other categories of the population carry out their activities on the basis of program (planning) documents developed by them and approved by local governments in accordance with these Methodological Recommendations, taking into account federal and regional target programs.

Specificity of work with children, adolescents, youth

at the place of residence

Non-profit organizations are subjects of the youth policy and children's movement in the city of Moscow.

The main form in organizing the work of NGOs with children, adolescents and youth at the place of residence is club associations based on the principles of self-organization, voluntariness, accessibility, freedom of communication, associations of interests. Traditions are formed in them, rules of behavior are developed, adolescent and youth activists stand out. The uneven-age composition of such associations allows transferring the experience of the elders to the younger ones, preserving and developing educational traditions. The main specificity of work at the place of residence is the organization of "Clubs of free attendance".

The management structure of a municipal institution also provides for various self-government bodies in which the youth and youth activists of public organizers work. Participation in management and planning, conferences, working groups and councils for the preparation and conduct of public benefit actions and events is a good school of civic education for children, adolescents and youth. Accessibility, freedom of choice in studies and work, initiative and other democratic principles are laid down in the program and statutory documents of these organizations.

Leisure associations can be headed both by professionals of club work (social teachers, organizing teachers, teachers of additional education, etc.), and social enthusiasts. Teachers of creative associations, coaches of sports sections and teams perform the functions of master teachers and mentors. In club workshops, teachers can engage in their own creativity, which also creates a special atmosphere of cooperation and creativity. Children and adult members of creative associations get the opportunity to learn, acquire new skills, abilities and communicate with a master in an informal setting.

As a rule, club associations can have an internal charter, symbols and attributes: uniforms, emblems and insignia, flags, etc.

In the club premises for mass and group leisure work, halls for events, leisure, play and recreational areas, and a room for meals should be provided.

The formation of traditions of leisure work is facilitated by the programs of specialized camps, excursions, cultural trips and various forms of collective activity.

For the development of active forms of leisure in clubs, children and youth who are fond of sports can unite in temporary yard sports teams for mass and popular sports - football, volleyball, basketball, table tennis, chess, skiing, badminton, etc. Popular young people have street sports - cycling, skateboard, roller skates, streetball, etc.

Classes should be available to everyone, provide an opportunity for everyone to try themselves in a particular creative field, contribute to the personal growth and self-realization of students.

Club associations publish their own newspapers, create photo and video archives, websites containing information about their activities.

All social and educational and leisure activities are considered as preventive work with adolescents and young people, aimed at preventing asocial manifestations in the youth environment. Employment and organized leisure time for adolescents and young people is an effective form of primary prevention of delinquency. This work allows adolescents and young people to express themselves in society and in an informal communication environment, and social educators, in the event of a relapse and a difficult life situation in a particular young person, determine and take targeted measures of social and educational impact.

1.2. Areas of activity, forms of social and educational and leisure work with the population at the place of residence

(package of social and educational services)

The following areas of social-educational and leisure work with children, adolescents, youth and adults are preserved and improved:

1. Organization of meaningful leisure of the population.

2. Socially useful, social activities, civic education (children and youth movement).

3. Artistic and aesthetic creativity, various types of arts.

4. Physical culture and health and sports work.

5. Patriotic education of children, adolescents and youth, the development of applied military, historical-patriotic, defense-sports work.

6. Tourist activities.

7. Technical and applied types of creativity, the basics of crafts.

8. Prevention of antisocial manifestations in adolescents and young people. Social rehabilitation work and psychological and pedagogical assistance to families and children.

9. Social rehabilitation and correctional work with children and youth, adults with disabilities.

10. Information and communication activities, journalism.

11. Cognitive, intellectually developing and educational

activity.

12. Labor education of children, adolescents and youth with the participation of the adult population.

Various areas of activity can be combined in the activities of municipal institutions and NGOs.

Direction 1. "Organization of meaningful leisure of the population"

The work is aimed at organizing daily meaningful leisure for children, adolescents and youth, developing family forms of leisure.

Types and forms of work:

· Organization and holding of holidays, festivals, concerts, competitions and other events on the territory of a leisure institution, district, etc.

· Excursion cultural and educational activities (visits to theaters, museums, exhibitions, trips and trips to cultural, historical and memorable places).

· Organization of communication clubs, youth and family lounges, Internet cafes, art cafes, movie and video salons, educational lectures, amateur club associations, etc.

· Clubs, centers or associations of a young family.

Direction 2. "Socially useful, social activities, civic education (children and youth movement)"

Civic education and the formation of social consciousness of children, adolescents and youth occurs through participation in activities that are aimed at improving the life around them and at providing social assistance to those in need.

Socially useful work is performed:

· Children's and youth and youth public associations, amateur organizations, detachments operating at leisure institutions;

· Councils and bodies of club self-government;

· Assets of clubs, sections, associations: headmen, captains, commanders, etc .;

· Pedagogical and counselor youth teams and associations.

Types and forms of work:

· Self-service, cleaning and duty at the club, at events.

· Preparation and holding of evenings, holidays for minors, youth and the elderly.

· Participation in the improvement of the territory, labor landings.

· Environmental activities.

· Public raids.

· Preparation and implementation of events timed to holidays.

· Fulfillment of orders of local authorities.

· Patronage concerts and all possible assistance to orphanages, shelters, hospitals, etc.

· Preventive measures and campaigning for a healthy lifestyle, prevention of negative manifestations among minors.

· Joint events with members of other clubs from their own area, district, city, other cities and countries.

· Conducting camps and "schools of the asset".

· Organization of counselor schools and leadership trainings, schools of volunteerism and social service.

Direction 3. "Artistic and aesthetic creativity, various types of arts"

The work is aimed at the aesthetic, artistic, spiritual and moral education of children, adolescents and youth, creating conditions for the development of their creative abilities, identifying and supporting gifted children and adolescents , and also the promotion of the talent of the adult population of the region.

Types and forms of work:

· Creative circles, studios, workshops, associations for various types of visual and musical stage arts - painting, sculpture, design, music, vocals, theater, choreography, etc.

· Concerts, evenings, presentations, performances, discos.

· Participation in competitions, exhibitions of artistic creativity.

Direction 4. "Physical culture and health and sports work"

Physical culture, health improvement and sports work with the population at the place of residence is aimed at preserving the physical health of citizens and, first of all, children and youth, familiarizing Muscovites with a healthy lifestyle; involvement of all categories of citizens, especially children, adolescents and youth in physical culture and sports. Classes in sports sections, groups and teams are aimed at maintaining good physical shape in children and adolescents, mastering the necessary sports skills, distracting from bad habits. Physical culture and recreation work at the place of residence is accessible and widespread and helps various categories of the population to actively and usefully spend their leisure time.

Types and forms of work:

· Carrying out classes in sports and health groups sections.

· Organization of sports teams and clubs.

· Conducting competitions in sports.

· Conducting sports events, parades, etc.

· Participation in events held within the framework of mass urban movements, city sports competitions "Moscow courtyard - sports courtyard", "Sports for everyone", "The whole family for health!" and etc.

Direction 5. "Patriotic education of children, adolescents and youth, the development of military-applied, historical-patriotic, defense-sports work"

The work is aimed at the civil-patriotic education of children, adolescents and youth.

Types and forms of work:

· Local history work.

· Study of the history of the country, city, district, region.

· Actions and events dedicated to anniversaries and memorable dates of the history and culture of the Fatherland and the city of Moscow.

· Search work.

· International work.

· Excursions, hikes, expeditions to historical sites and places of military glory, organization of military-sports camps.

· Children's and youth associations of defense-sports and patriotic orientation, historical reconstruction and historical-role games, etc.

· Work with pre-conscription youth and assistance in preparing young men for service in the Armed Forces.

· Military-patriotic games and competitions ("Partisan raids", "Zarnitsa", rallies, etc.).

· Hiking programs "Survival", "Robinsonade", etc.

· Joint work with veteran organizations, involvement of war and labor veterans in the upbringing of the younger generation.

· Classes in the basics of military affairs, shooting and strength training, parachute jumping, training in driving motor vehicles and vehicles, training in emergency situations and fires.

· Participation in city and all-Russian programs of a patriotic orientation ("Watch of Memory", etc.).

· Participation in competitions and festivals of civil-patriotic orientation.

Direction 6. "Tourist activities"

Tourist activities in the club are carried out in two directions:

b) cultural and educational excursions and trips.

Taking part in hikes, expeditions, trips and excursions, children, adolescents, youth and adults get acquainted with the culture, nature, economy of their city, region, country.

Types and forms of work:

· Sports tourist clubs, associations, sections and groups.

· Hiking "weekend", "family vacation".

· Sports and tourist multi-day hikes, expeditions, camps.

· Cultural and educational excursions and trips.

· Workshops for the manufacture and repair of tourist inventory and equipment.

· Creative associations and groups for the preparation and implementation of cultural and educational programs.

· Tourist competitions and rallies.

· Youth travel agencies, bureaus.

· Clubs of friendship between children, teenagers and youth from other cities, regions, republics and countries.

Direction 7. "Technical and applied types of creativity, the basics of crafts"

The work is aimed at the development of technical creativity, the formation of skills in manual labor, scientific and applied innovation and education of adolescents and youth in the field of entrepreneurship and small business.

Types and forms of work:

· Circles of technical creativity and design.

· Applied workshops of technical creativity, schools of crafts.

· Repair shops.

· Computer classes.

· Testing of professional inclinations and creative abilities of adolescents and youth.

· Visiting industries and enterprises.

· Exhibitions of salons of applied and technical creativity.

· Participation in competitions, competitions and exhibitions of technical creativity, applied skills.

· Development and implementation of youth entrepreneurial projects in the field of small business in technical and applied types of creativity.

Direction 8. “Prevention of asocial manifestations in adolescents and youth. Social and rehabilitation work and psychological and pedagogical assistance to families and children "

The forms and methods of social and preventive work are aimed at preventing asocial manifestations in the youth environment, involving adolescents in socially significant activities, and supporting positive youth initiatives.

Types and forms of work:

Leisure and special targeted activities aimed at preventing extremism, drug addiction, alcoholism, crime, neglect and homelessness .

· Themed nights, concerts, meetings and other cultural and leisure activities.

· Socially significant actions.

· Lectures, talks, discussions, talk shows, "round tables", seminars.

· Psychological testing, counseling, trainings.

· Clubs of free communication.

· Tournaments, competitions.

· Campaigning and educational work.

· Conducting monitoring.

· Publication of special literature and handouts (booklets, calendars, brochures, etc.).

Direction 9. "Social rehabilitation and correctional work with children and youth, adults with disabilities"

The work is aimed at the social rehabilitation of people with disabilities. For social and pedagogical rehabilitation work, specialists of appropriate qualifications (psychologists, speech therapists, etc.) are involved.

Types and forms of work:

· Assistance in creating conditions for self-realization and social adaptation to children and young people with disabilities (circles, sections, studios, clubs).

· Participation of talented and gifted children with disabilities in creative contests, festivals, competitions.

· Psychological support for families with children with disabilities.

Direction 10. "Information and communication activities, journalism"

The work is aimed at developing and organizing possible means of communication, receiving and disseminating information.

Types and forms of work:

· Preparation of information collections.

· Preparation of catalogs, collections of creative works of members of studios and associations at the place of residence.

· Youth club newspapers and newsletters, youth sites, "forums", "chats".

· Creation of an archive of methods, information, photo-video materials.

· Youth programs on the regional cable television.

· Clubs of young journalists.

· Audio, video, computer studios.

· Internet clubs, Internet conferences.

Direction 11. "Cognitive, intellectually developing and educational activities"

The work is aimed at supporting interest in intellectual and cognitive activities, deepening knowledge and broadening the horizons of children, adolescents and youth.

Types and forms of work:

· Educational lectures.

· Counseling sessions.

· Seminars, forums, round tables.

· Amateur clubs, associations.

· Monitoring, public opinion polls, questionnaires.

Direction 12. "Labor education of children, adolescents and youth with the participation of the adult population"

The work is aimed at the labor education of children, adolescents and youth.

Types and forms of work:

· Promotion of employment of adolescents.

· Educational work: lectures, talks, meetings.

· Testing of professional inclinations.

· Visiting local businesses and getting to know the specifics of their activities.

· Participation of adolescents and youth in skill contests, job exhibitions, city order contests.

· Participation in city events to support the entrepreneurial initiative of adolescents and youth.

The work is aimed at supporting the interest of the adult population in a healthy lifestyle, problems of raising children, adolescents, youth, prevention of asocial phenomena in the youth environment and the development of various forms of interaction between generations.

Types and forms of work:

· Family forms of leisure.

· Recreational direction according to the principle of "Health group".

· Participation in civil-patriotic events.

· Excursion and entertainment programs on weekends and holidays.

· Themed evenings, meetings, concert programs.

· Mentoring.

· Clubs of a young family.

SECTION 2.

The main indicators of the activities of municipal institutions conducting social, educational and leisure work with the population at the place of residence

2.1. Organization principles

municipal institution

The main goal of the institution is the socialization of adolescents and youth in the new socio-economic conditions and the formation of their civic and patriotic position, as well as the practical implementation of social, family and youth policy of the Russian Federation and the city of Moscow. Social educational work involves the prevention of negative forms of behavior and the development of the personal growth of children and adolescents through the creation of a positive model of activity and cooperation in the club space. Thus, the organizational principles of a municipal institution are:

· Creation of conditions for free attendance and freedom of choice of activities by children, adolescents, youth, residents of the area on the basis of emerging interest.

· Indirect educational influence on the individual through an organized team, reliance on traditional Russian values, moral and ethical principles and principles of a healthy lifestyle, rejection of antisocial manifestations.

· Building a multi-age educational team based on respect for the personality of minors and adults.

· Involvement of adult public figures from among parents and residents to work, work on the basis of community and interaction of young people and older generations, veterans.

· Mastering by adolescents and young people of skills and abilities useful for mastering a future profession.

· Participation in social programs and projects in various areas of activity in the field of youth policy.

· Participation in the improvement of the surrounding life in the region and the city on the basis of the purposeful formation of civic position both among children, adolescents, youth, and among the adult population.

When exercising powers to organize leisure and social and educational work with the population at the place of residence, in terms of ensuring the activities of municipal institutions, local authorities are guided by the following positions.

When forming and approving the annual economic plan of incomes and expenses of the municipal institution for conducting social and educational work at the place of residence by the local government bodies, it is necessary to provide for the following cost items: wages; accruals for wages; additional payments of bonuses and incentives; utilities and operating costs; communication services ; expenses for ongoing repair work; increase in the value of fixed assets; increase in the cost of soft inventory; payment for medicines; property maintenance services; increase in the cost of inventories; transport services; other services and other items of expenses.

The basis for the implementation of leisure, social and educational and work with the population at the place of residence are:

· Municipal institutions for conducting social, educational and leisure work with the population at the place of residence;

· Non-governmental non-profit organizations that conduct social, educational and leisure work with the population at the place of residence: teenage and youth clubs, centers, public associations, etc.

In this section, the calculation of indicators is made for municipal institutions. NPOs can use these calculations when carrying out their activities.

In accordance with the specifics of social and educational work at the place of residence, teachers-organizers, social educators, specialists in working with youth, pedagogical psychologists, etc. work in leisure establishments. They work with a group of pupils, not limited to hourly subject lessons. These specialists organize leisure and useful activities for the pupils every day. These specialists work 36 hours per week with flexible working hours.

Trainers-teachers and teachers of additional education by type of activity conduct classes in circles and sections according to the curriculum and subject plan, on an hourly basis, 1 rate - 18 academic hours.

The administrative and managerial apparatus of a municipal institution includes: director, deputy. directors, chief accountant, heads of structural divisions, heads of departments (if any).

In a municipal institution, to ensure sanitary standards, public order, the safety of premises and equipment, employees of junior service personnel (MOP) work - the manager, duty administrators, cleaners and other specialists in the field of youth policy and additional education (in accordance with the staffing table of the institution).

Most of the young children involved should live in the immediate vicinity of the municipal institution, while high school students and young people can live in more remote neighborhoods.

In municipal institutions at the place of residence, when forming groups, it is recommended to adhere to the following proportions by age (average indicators for multidisciplinary clubs):

· Children of preschool age up to 8 years old - up to 10%;

· Children of primary school age from 8 to 11 years old - 10-20%;

· Adolescents from 12 to 17 years old - 35-40%;

· Young people from 18 to 30 years old - 15-20%.

Adult population of the district - up to 10%

In specialized leisure institutions, classes can be conducted with coverage mainly of the same age, for example, in family clubs, the percentage of preschoolers, primary schoolchildren and young parents is increasing; in fitness clubs, sports gyms, computer Internet clubs, teenage and youth clubs, the majority of those involved are older adolescents and young people. However, it is necessary to strive to develop the multidisciplinary activities of the institution and involve all age categories in the work.

APPROXIMATE INDICATORScharacterizing the scale of the activities of the municipal institution are presented in the following summary table:

1. Total area / technical rooms			400 - 800 sq. m /	from 240 sq. m
2. Number of classrooms				(if there are large halls - sports, assembly halls, etc., the number of rooms may be less)
3. The total number of age groups in studios, sections, associations (with a six-day work of the institution) (with an average group size of 12-15 people)
4. Number of students
5. Number of teachers, trainers, social workers
7. Number of events organized by the institution per year: Club District Urban

2.2. Program (planning) and reporting documentation of a municipal institution

2.2.1. The form of a typical annual program of work of a municipal institution.

2.2.2 The form of a typical quarterly work plan of a municipal institution.

2.2.3. The form of a typical quarterly and annual report of a municipal institution.

2.2.4. An approximate list of documents for a municipal institution.

2.2.1. Form of indicative annual work program

municipal institution

WORK PROGRAM

municipal institution:

(name of state institution)

for _____ year

Date _________________

Moscow _______ year

1. RATIONALE OF THE PROGRAM

<Основные проблемы, затрагивающие население, проживающее в районе округа, (желательно с привлечением статистических данных, раскрывающих социальные и возрастные характеристики участников программы, например, место учебы, работы, социальный статус семьи т. д.), и обоснование решения указанных проблем посредством программы>

2. OBJECTIVES OF THE PROGRAM

<Перечень целей, поставленных перед учреждением в области социально-воспитательной и досуговой работы с населением района по месту жительства>

3. PROGRAM OBJECTIVES

<Перечень задач, поставленных перед учреждением для достижения целей настоящей Программы>

<Перечень направлений деятельности учреждения по выполнению настоящей Программы. Например: организация содержательного досуга и оздоровительного отдыха детей и подростков, работа с семьями и родителями, физкультурно-оздоровительная и спортивная работа, художественно-эстетическое творчество и различные виды искусств, познавательная, интеллектуально-развивающая и просветительская деятельность и пр.>

Text block to item 4

<В тестовом блоке в свободной форме раскрывается содержание направлений деятельности учреждения по выполнению Программы, указываются формы, способы и методы их реализации>

5. TARGET PROGRAMS IN THE FRAMEWORK OF WHICH THE ACTIVITIES OF THE ESTABLISHMENT'S PROGRAM OF WORK

6. NUMBER OF CONSTANT PERSONNEL

BY DIRECTIONS

(LEISURE PROFILES) PROGRAMS

1

<”Профиль досуговой деятельности” – в данной колонке указывается направление досуговой деятельности учреждения, в соответствии с которыми осуществляется выполнение настоящей Программы.

“Name and form of occupation” - this column indicates the name and form of occupation (name of the collective) - section, circle, club, etc. For example: “Boxing section”, “Cutting and sewing circle”. ATTENTION! If adults - parents of students are involved in these classes, then after specifying the form of classes, an entry in parentheses “family form” is added. For example: “Tourist section (family form)”, etc.

"Number of people involved (people)" - this column indicates the number of people involved in the profile of leisure activities , with the obligatory allocation of persons with disabilities... For example: 15 people are engaged, including 2 people. with disabilities - record form "15 (2)"\u003e

7. STAFFING PROGRAM

<Состав административно-педагогического персонала учреждения для обеспечения выполнения настоящей Программы. >

8. PREMISES AND OUTDOOR SPORTS AREAS TO SUPPORT THE PROGRAM

8.1. The premises assigned to the institution and used to ensure the implementation of this Program:

“Grounds for using the object” - this column indicates the name of the document that is the basis for using the object (premises) - the contract (agreement), as well as its details (number, date, validity period) - the contract for free use, social order, etc.

“Total area (sq. M)” - this column indicates the total area of \u200b\u200bthe object according to the BTI.

"Area for classes with children and youth (sq. M.)" - this column indicates only the area of \u200b\u200bpremises used for classes with children, teenagers and young people\u003e

8.2. Characteristics of the premises assigned to the institution and used for working with children, adolescents and youth (places where classes are held with pupils of the institution, decoding of column 7 of the previous table in accordance with the BTI explication).

<”Наименование (номер) помещения для занятий с детьми и молодежью” – в данной колонке указывается номер или название (например: игровая, спортзал, гостиная, компьютерный зал и пр.) помещения для занятий.

"Condition" - this column indicates the current state of the room - excellent, good, satisfactory, requiring repair\u003e

8.3. Additional facilities used (premises in schools and other organizations, outdoor sports grounds) to ensure the implementation of this Program:

9. MATERIAL AND TECHNICAL SUPPORT OF THE PROGRAM

<В данном разделе приводятся общая балансовая стоимость основных средств учреждения на начало года и планируемая стоимость приобретаемых основных средств>

10. METHODOLOGICAL SUPPORT OF THE PROGRAM

<В данном разделе приводятся сведения об отдельных целевых программах, выполняемых учреждением в рамках своей деятельности. Например, название программы по социально-воспитательной и досуговой деятельности, проекты (программы) в рамках проекта “Солнечный круг” и пр.>

<”Статус исполнителя” – в данной колонке указывается статус исполнителя: ответственный исполнитель или соисполнитель.

"Responsible executor (co-executors), partners" - this column indicates the Responsible executor (if the institution is a co-executor), co-executors and partners in this program\u003e

11. KEY ACTIVITIES OF THE ESTABLISHMENT'S PROGRAM OF WORK

<В данном разделе приводятся поквартально основные сведения о мероприятиях планируемого года. Уточненные сведения о мероприятиях, планируемых в 1, 2, 3 и 4 кварталах представляются в соответствующих квартальных календарных планах мероприятий учреждения.

ATTENTION! All tables in this section should separately highlight the activities carried out during the vacation period.

11.1. Internal events (club) organized by the institution.

11.2. District, district, city events organized by the institution (or acts as a co-executor).

	event title (within Date / Program) 2		Event level 4		Number of participants	Total number of participants / Number of viewers	Responsible and telephone
First quarter
Second quarter
Third quarter
Fourth quarter

11.3. Events in which the institution participates.

	event title (within Date / Program) 2		Event organizer	Event level 4	conducting (name of object, address)	Number of participants	Responsible and telephone
First quarter
Second quarter
Third quarter
Fourth quarter

2 - “Name of the event (within the framework of the Date / Program)” - this column contains the name of the event and the name of the holiday, anniversary, significant event to which it is dedicated, as well as a short form of recording the target program (see section 5 of the Program), within which it is being carried out. The list of activities should include activities determined to be carried out by the Department of Family and Youth Policy (hereinafter referred to as DSMP). The title should be briefly disclosed by the content, for example, "Jolly Sneaker": aerobics sports competition

3 - “Number of participants from institution / age category of participants” - this column indicates the number of participants from the institution and their age category in the format: X / XX-XX, for example, 15 people / 10-14 years.

4 - “Event level” - this column indicates the organizational level of the event (district, district, city, interregional, all-Russian, international, respectively: “district”, “district”, “city”, etc.).

2.2.2. Form of an approximate quarterly work plan of a municipal institution

CALENDAR PLAN OF EVENTS

municipal institution:

_________________________________________________________________

(name of institution)

for ______ quarter of ______ year

(annex to the program of work of the municipal institution for the year)

Moscow _______ year

LEISURE ACTIVITIES AND OTHER WORK ON THE INSTITUTION'S WORK PROGRAM

Classes in the areas of leisure activities, conducted on a regular free basis, including in the "free attendance" mode

Classes in the areas of leisure activities conducted on a paid basis (paid services)

CALENDAR PLAN OF EVENTS FOR ____ QUARTER OF _______ YEAR

1 - If classes are conducted in the "free attendance" mode, then it is necessary to indicate (SP) in brackets.

2 - “Place of training” - this column contains the address and name of the object (premises) and the number (or name from section 8.2 of the program of work of the institution) of the premises.

3 - The time of the classes (work) is indicated for each specific group of students in a separate line, even if classes are held in succession according to the same profile, address and by the same teacher.

4 - “Name of the event” - this column contains the name of the event and the name of the holiday, anniversary, significant event to which it is dedicated, within which it is held. The title should be briefly disclosed in terms of content, for example, "Cheerful Sneaker": a sports aerobics competition dedicated to the Day of the Athlete, a street festival "Maslenitsa": a game program with contests, folk amusements, a concert of creative teams, etc.

5

6 - “Venue” - this column contains the address and name of the facility where the event will take place.

7 - This column indicates either the total number of participants if the event is organized by an institution, or the organizer of the event if the institution is participating in the event.

ATTENTION! In the table "Schedule of events" should be separately highlighted events held during the vacation period.

The calendar plan is accompanied by a text block, where additional information about the events is provided in free form, which the Program Manager considers necessary to inform (optional information).

Additional information (goals, objectives, methods of implementation, stages, expected result) is necessarily provided in the text block on 2-3 significant major events.

2.2.3. The form of the approximate quarterly and annual report of the municipal institution (the annual report is coordinated with the district department of the DMSP)

REPORT ON THE IMPLEMENTATION OF THE WORK PLAN

(quarterly and annual)

municipal institution:

_________________________________________________________________

(name of institution)

for ______ quarter of ______ year

Director of the municipal institution __________________________ / _______ /

Date _________________

Moscow _______ year

The report is compiled quarterly and annually. The annual report contains a summary of quarterly reports and an analytical note, in which it is necessary to analyze changes in the work of the institution (opening new directions and maintaining the old ones, the dynamics of the number of people involved, the level of professional training, changes in the volume of work performed, the level of achievements and any other changes during the reporting period ).

IN _____ QUARTER OF _______ YEARS FOR FREE

NUMBER OF PERMANENTLY STUDYING BY DIRECTIONS (PROFILES OF LEISURE ACTIVITY)

IN _____ QUARTER OF _______ YEAR ON A PAID BASIS (PAID SERVICES)

NUMBER OF STUDENTS IN DIRECTIONS (PROFILES OF LEISURE ACTIVITY)

IN _____ QUARTER OF _______ YEARS FOR FREE IN THE "FREE ATTENDANCE" MODE

Note: the number of students is calculated as an average monthly based on visit logs or registration sheets

(in the "free visit" mode).

REPORT ON EVENTS ORGANIZED BY THE ESTABLISHMENT IN ______ QUARTER ________ YEAR

REPORT ON EVENTS IN WHICH THE ESTABLISHMENT PARTICIPATED IN ______ QUARTER OF ________ YEAR

1 - “Name of the event” - this column contains the name of the event and the name of the holiday, anniversary, significant event to which it is dedicated, within which it is held. The title should be briefly disclosed in terms of content, for example, "Merry Sneaker": a sports aerobics competition dedicated to the Day of the Athlete, a street festival "Maslenitsa": a game program with contests, folk amusements, a concert of creative groups, etc.

2 - “Event level” - this column indicates the organizational level of the event (domestic, district, district, city, all-Russian, international, respectively: “club”, “district”, “district”, “city”, etc.).

3 - “Venue” - this column contains the address and name of the facility where the event took place.

ATTENTION! The tables should separately highlight the activities carried out during the vacation period.

The report is accompanied by a text block, where additional information about the events is provided in free form, which the Program Manager considers necessary to inform (a more detailed description of 1-2 significant events in each target program, at the discretion of the manager).

Indicate in the report:

1. the number of intra-club, district, district and city events (at each level) that were held during the quarter;

2. the number of student trainees;

3. the number of employed adolescents (according to the employment program).

METHODOLOGICAL SUPPORT OF THE PROGRAM

This section indicates the names of the developments (programs of classes in the profiles of leisure activities; programs of lectures, seminars, events, camps; scenarios of events; innovative methods, etc.) and their authors (employees of the institution, other authors) and used to ensure the activities of this Plan, co-executors and partners.

STAFFING PROGRAM

Professional development of the staff of the institution for the reporting period:

MATERIAL AND TECHNICAL SUPPORT OF THE PROGRAM

Property additionally acquired by the institution for the implementation of the Program of the institution's work for the reporting period.

KEY ACHIEVEMENTS

4 - “Section number and item of the event” - this column indicates the number of the subsection (2.1, 2.2) of this document and the item of the event (number in the subsection), organizing or participating in which the institution (representative of the institution, the team of the institution) achieved high results. For example, 2.1.1 or 2.2.3.

5 - “Team name or full name, age” - this column indicates the name of the team (team) and the age category (years) or full name and age (years) of the pupil of the institution who achieved this result.

2.2.4. List of documents for a municipal institution:

1. Order on the establishment of a municipal institution.

2. Charter of the institution.

3. Order on the appointment of a director.

4. Certificate of registration of a legal entity.

5. Certificate of registration with the tax authority.

6. Labor contract with the head of the municipal institution.

7. Information letter on the registration of the EGRPO.

8. Insurance certificate, notification of the amount of insurance premiums issued by the Social Insurance Fund.

9. Notice of the policyholder issued by the Mandatory Health Insurance Fund.

10. Notice of the policyholder from the Pension Fund.

5. Job descriptions of employees;

6. Regulations on incentive payments, bonuses, allowances;

7. Regulations on structural divisions (if any).

Organization-specific:

2. Collective agreement;

3. Form of agreement on cooperation with other organizations;

4. Nomenclature of cases;

5. Instructions on the procedure for passing periodic medical examinations;

6. Instructions on the procedure for undergoing safety briefing at the workplace and induction training;

7. Instructions on the order of actions in emerging extreme situations;

8. Instructions on the procedure for action in the event of a fire and others.

9. Other local acts in accordance with labor legislation

Personnel documentation

1. Personal documents:

1. work book;

2. medical book;

3. personal file documents:

Personal sheet on personnel records (form No. T-2);

Copies of educational documents;

A copy of the insurance certificate;

Copy of the passport;

Copy of TIN certificate;

A copy of the military ID;

Appointment order;

Inventory of personal files.

2. Administrative documents:

1.Orders for personnel:

On hiring an employee (form No. T-1);

On the termination of the employment contract with the employee (form No. T-8);

On the transfer of an employee to another job (form No. T-5);

About sending the employee on a business trip (if any) (form No. T-9);

On granting leave to an employee (form No. T-6);

On employee incentives (form No. T-11);

About the imposition of a disciplinary sanction.

2. Orders for the main activity, having any form:

On the application of disciplinary sanctions;

On lifting disciplinary sanctions;

About the assignment of the category;

Combining professions (positions);

On the establishment of a premium;

On the replacement of a temporarily absent employee;

On duty;

Changing the operating mode;

Other.

3.Documents confirming the labor activity of employees:

1.labor books;

2. labor contracts and amendments to them;

3. Copies of orders for personnel.

4. Information and settlement documents:

1. personal cards of employees (form No. T-2);

2. personal affairs of employees;

3. time sheet.

5. Internal official correspondence:

1.applications of employees (for example, about vacation);

2. service notes;

3.explanatory;

4.performance.

6... Logs (books) of accounting and registration:

1. personnel accounting book;

2. Journal of registration of labor contracts;

3. order registration log;

4.book of accounting of personal affairs.

5. book of accounting of incoming documents;

6.book of accounting of outgoing documents;

7... Methodological support for the work of a municipal institution:

1. Annual program of activities of the Institution;

2. Quarterly work plans of the Institution;

3. The structure of the Institution;

4. Programs of creative associations, sections;

5. Regulations on structural divisions (if any);

6. Calendar-thematic planning of the work of creative

associations and sections for a year;

7. Logs of registration of work of creative associations;

8. Logs of social and educational and leisure work

(accounting for the work of the Institution's specialists);

9. Logs of the work of sports associations, sections;

10. Annual and quarterly report on the work of the institution;

11. Analytical reports of the specialists of the Institution for the year;

12. Normative and administrative acts of management bodies by subordination related to the activities of the institution.

SECTION 3

Organization of the activities of specialists of municipal institutions for social and educational and leisure work

3.1. Approximate djob descriptions of employees of a municipal institution (hereinafter MU)

Job description of a methodologist of a municipal institution

1. General Provisions

1.1. A methodologist is appointed and dismissed by order of the director of a municipal institution (hereinafter MU).

1.2. Persons with higher professional education, as well as those who have undergone professional training in their specialty without presenting a requirement for work experience, are appointed to the position of a methodologist.

1.3. In the absence of a methodologist, his duties are distributed among the specialists of the MU.

1.4. The methodologist in his work is guided by the Charter and the development program of the Institution, regulatory documents within his competence and this job description.

2.1. Organizes methodological support for the activities of the MU.

2.2. Analyzes the state of methodological (educational) and educational work in the institution and develops proposals to improve work efficiency.

2.3. Develops analytical materials on the activities of MU.

2.4. Takes part in the development of methodological and informational materials, forecasting and planning of training, retraining and advanced training of managers and specialists of MU.

2.5. Organizes the development, reviewing and preparation for approval of educational and methodological documentation, manuals. Participates in the development of perspective plans for publishing textbooks, teaching aids, teaching materials.

3.6. To receive practical help from the specialists of MU.

3.7. Inform the immediate supervisor about the problems and identified deficiencies within their competence.

3.8 Within their competence, receive and use the information necessary for work on the activities of the MU and its structural units.

3.9. Carry out organizational and economic activities within their competence or existing qualifications.

3.10. Use other rights provided for employees by the Charter of the Institution.

4. Responsibility

The methodologist bears disciplinary, administrative, financial, criminal liability in accordance with the legislation and the Labor Code of the Russian Federation in the following cases:

4.2. Violations of the internal labor regulations of the MU, the rules of labor protection and safety, fire safety and sanitary and hygienic standards.

4.3. Causing moral and material damage to the Institution.

Job description

teacher - organizer of the municipal institution

1. General Provisions

1.1. The organizer teacher is appointed and dismissed by order of the director of the municipal institution (hereinafter MU).

1.2. A person who has a higher or specialized secondary education, or experience of cultural or educational work for at least three years is appointed to the position of the teacher-organizer of the MU.

1.3 In the absence of a teacher-organizer, his duties are distributed among the specialists of the MU.

1.4. The organizer teacher in his work is guided by the Charter and the development program of the Institution, regulatory documents within his competence and this job description.

2. Functional responsibilities

2.1. Together with MU specialists, develops perspective and schedule work plans, coordinating the main directions with the director or head of the MU structural unit.

2.2. Develops scenarios and programs of cultural and leisure activities (evenings, holidays, hikes, excursions, game programs, contests, meetings, conversations, etc.). Organizes their preparation and conduct.

2.3. Keeps all the necessary documentation on the work carried out by the MU (scenarios, programs, accounting logs, plans, reports, etc.).

2.4. Studying age and psychological characteristics, interests and needs of adolescents attending the institution, creates conditions for the implementation of their abilities in various types of creative activity.

2.5. Organizes the work of children's and youth self-government bodies in the microdistrict, promotes joint activities of children's and youth associations at the place of residence.

2.6. Improves his professional level by studying and applying in practice the advanced methods of social and educational and leisure work.

2.7. Takes part in the development and conduct of public events.

2.8. Works in close contact with specialists of the Ministry of Education, with public organizations and associations.

2.10. Is responsible for the state of visual campaigning in the MU.

2.11. Organizes the work of teenage and youth club associations, studios and sections, as well as joint activities of teenagers and adults.

3. Rights

The organizer teacher has the right:

3.1. Make proposals for improving the forms, methods of work of MU.

3.2. To participate in the work of the Methodological Council of the MU.

3.3. To use the information and methodological literature at the disposal of the MU.

4. Responsibility

The organizer teacher bears disciplinary, administrative, financial, criminal liability in accordance with the legislation and the Labor Code of the Russian Federation.

4.1. Is responsible for ensuring safe conditions for classes, protecting the life and health of pupils.

4.2. Is responsible for the fulfillment of the duties and rights provided for in this manual.

4.3. Is responsible for compliance with internal labor regulations, labor protection and safety regulations, fire safety and sanitary and hygienic standards.

4.4. Bears responsibility in cases of causing moral and material damage to MU.

Job description

2.7. Promotes the development of social initiatives of children, adolescents and youth, achieves public recognition of significant innovations, and their implementation.

2.8. Engages and trains volunteers for social events, holidays, and competitive programs at the place of residence.

2.10. Develops scenarios, plans and programs of events that are socially significant for adolescents, youth and their families and submits them for approval to the director of the MU.

2.11. Takes part in the operational meetings of the MU. Timely plans and reports on the work already done. Carries out its activities in accordance with the work schedule approved by the director of the Ministry of Management and this job description.

2. Rights

The social educator has the right:

3.1. Collect information related to the needs of children and youth, conduct sociological surveys of the population, diagnostic examinations.

3.2. Apply to public organizations, government agencies with a request for solving social problems, within the limits of their competence.

4.1. Poor and untimely fulfillment of the duties assigned to him by this job description and the granted rights.

Job description

specialist in work with youth of the municipal institution

1. General Provisions

1.1. A youth work specialist is appointed and dismissed by order of the director of a municipal institution (hereinafter MU).

1.2. Persons with higher, secondary vocational education, as well as those who have undergone vocational training in their specialty without presenting a requirement for work experience are appointed to the position of a specialist in working with youth.

1.3 In the absence of a specialist in working with youth, his duties are distributed among the specialists of the MU.

1.4 A specialist in work with youth in his work is guided by the Charter and the development program of MU, regulatory documents within his competence and this job description.

2. Functional responsibilities

2.1. Coordinates the activities of children's and youth associations operating on the territory of the MU.

2.2. Organizes various types of leisure and socially significant activities of adolescents and youth.

2.3. Carries out work with children's and youth informal associations. Actively involves children and adolescents in the activities of children's and youth associations operating on the territory of the MU.

2.4. Predicts and plans work in the supervised area with children and youth, using a variety of modern forms, techniques, methods and means, and is responsible for the results of the work in general.

2.5. Participates in the work on the implementation of youth policy, the development of children's and youth associations operating on the territory of the MU.

2.6. Carries out the development and support of various forms of children's self-organization in MU through the organization of children's and youth associations.

2.7. Promotes the development of social initiatives of children, adolescents and youth, achieves public recognition of significant innovations, and their implementation.

2.8. Attracts and prepares volunteers for social events, holidays, competitive programs at the place of residence.

2.9. Promotes the formation and development of a common system of interests and values \u200b\u200bin children, adolescents and youth through information and educational, educational, informational and educational and preventive work.

2.10. Takes part in the operational meetings of the MU. Timely plans and reports on the work already done. Carries out its activities in accordance with the work schedule approved by the director of the Ministry of Management and this job description.

3. Rights

A youth worker has the right to:

3.2. Make official inquiries to public organizations, government agencies with a request for solving social problems, within the limits of their competence.

3.3. To actively work to promote the positive experience of family education, social work, using the media.

3.4. Receive practical help from MU specialists.

3.5. Inform the immediate supervisor about the problems and identified deficiencies within their competence.

3.6. Make suggestions for improving the work related to the responsibilities provided for in this job description.

3.7 Within the limits of their competence, receive and use the information necessary for work on the activities of the MU and its structural divisions.

3.8. Carry out organizational and economic activities within their competence or existing qualifications.

3.9. Use other rights provided for by the Charter of the MU.

4. Responsibility

A youth work specialist bears disciplinary, administrative, financial, criminal liability in accordance with the legislation and the Labor Code of the Russian Federation in the following cases:

4.1. Poor and untimely fulfillment of the duties assigned to him by this job description and the granted rights.

4.2. Violations of the internal labor regulations of the MU, the rules of labor protection and safety, fire safety and sanitary and hygienic standards.

4.3. Causation of moral and material damage to MU.

4.4. Is responsible for ensuring safe conditions for classes, protecting the life and health of pupils.

Job description

trainer-teacher of the municipal institution

1. General Provisions

1.1. The coach-teacher is appointed and dismissed by the order of the director of the municipal institution (hereinafter MU).

1.2. Persons with higher or secondary vocational education are appointed to the position of trainer-teacher, as well as those who have undergone vocational training in their specialty without presenting a requirement for work experience.

1.3. The trainer-teacher in his work is guided by the Charter and the development program of MU, regulatory documents within his competence and this job description.

2. Functional responsibilities

2.1. Organizes and conducts classes in sports sections, groups in MU.

2.2. Carries out recruitment to the sports section, a group of sports and health-improving orientation of pupils who want to go in for physical culture and sports and do not have medical contraindications.

2.3. Uses a variety of techniques, methods and teaching aids. Forms pupils' motivation for sports achievements.

2.4. Carries out the selection and sports orientation of the most promising students for further sports improvement of students.

2.5. Provides an increase in the level of physical, theoretical, moral-volitional, technical and sports training of the students involved, strengthening and protecting their health in the process of training, the safety of the educational and training process.

2.6. Develops annual and current training plans. Keeps systematic records, analysis, generalization of work results. Improves his qualifications.

2.7. Uses in his work the most effective methods of sports training of students and their health improvement.

2.8. Takes part in the operational meetings of the MO. Timely plans and reports on the work already done. Carries out its activities in accordance with the work schedule approved by the director of the Ministry of Management and this job description.

2.9. Organizes sports events (competitions, tournaments, etc.) at the place of residence.

3.Rights

The coach-teacher has the right:

3.1 Collect information related to the needs of children and youth.

3.2. Apply to public organizations, government agencies with a request to solve the social problems of pupils, within the limits of their competence.

3.3. To actively promote sports using the media.

3.4. Receive practical help from MU specialists.

3.5. Inform the immediate supervisor about the problems and identified deficiencies within their competence.

3.6. Make suggestions for improving the work related to the responsibilities provided for in this job description.

3.7 Within the limits of their competence, receive and use the information necessary for work on the activities of the MU and its structural divisions.

3.8. Carry out organizational and economic activities within their competence or existing qualifications.

3.9. Use other rights provided for by the Charter of the MU.

4. Responsibility

The trainer-teacher bears disciplinary, administrative, financial, criminal liability in accordance with the legislation and the Labor Code of the Russian Federation in the following cases:

4.1. Poor and untimely fulfillment of the duties assigned to him by this job description and the granted rights.

4.2. Violations of the internal labor regulations of the MU, the rules of labor protection and safety, fire safety and sanitary and hygienic standards.

4.3. Causation of moral and material damage to MU.

4.4. Is responsible for ensuring safe conditions for classes, protecting the life and health of pupils.

3.2. Approximate Regulation on the procedure for organizing the activities of specialists and heads of municipal institutions.

GENERAL PROVISIONS

This Approximate Regulation has been developed in order to ensure the organization of conditions, planning and accounting for the content of activities, as well as monitoring the amount of work performed by deputy directors, heads of structural divisions and specialized specialists of municipal institutions for organizing leisure, social and educational, physical culture and sports work with the population at the place of residence.

ORGANIZATION OF ACTIVITIES

SPECIALISTS OF MUNICIPAL INSTITUTIONS,

FOR WHICH THE DURATION OF THE WORKING WEEK IS ESTABLISHED TO 36 HOURS.

Activities in specialized specialties in municipal institutions for the organization of leisure, social and educational, physical culture, health and sports work with the population at the place of residence involves the following types of work:

Organization and holding of club-wide, inter-club and mass (cultural and leisure, sports and tourism, recreational, game, etc.) events;

Organization and conduct of group work in the mode of meetings and communication, free leisure activities, thematic studios;

Organization and conduct of group work on the implementation of programs (programs of a circle, section, workshop, training group, children's and youth associations, etc.);

Organization and conduct of individual work with children, adolescents and adults (counseling, psychological and pedagogical, socio-pedagogical and social support in solving life and personal problems, etc.);

Implementation of measures to ensure social
educational and leisure work with the population at the place of residence;

Conducting methodical work.

The activities of specialists of municipal institutions for the organization of leisure, social and educational, physical culture, health and sports work with the population at the place of residence is carried out in accordance with the Job Descriptions. The types of work listed above should be reflected in the corresponding sections of the "Journal of social, educational and leisure work".

Generalization of the results of the work of a municipal institution by specialists, areas of activity and volume indicators is carried out in accordance with the methodological standard "PLANS AND REPORTS on the work of a municipal institution." The frequency and procedure for submitting the report are established by the director of the municipal institution.

For the full performance of work, the performance of their duties, the following distribution of working time by specialties is recommended.

The main working time is the time for organizing leisure, social and educational and physical culture and health-improving work in the following types and forms:

· Organization of club-wide events (organization of festive and thematic events, meetings with interesting people, club-wide cultural and sports events, including access to the territory of the place of residence);

· Organization of communication groups, discos;

· Implementation of the program of circles, sections, workshops, children's and youth studios and associations, etc.

· Individual psychological, pedagogical and socio-pedagogical consultations (counseling and assistance in solving interpersonal and family problems, as well as problems associated with school adaptation and employment);

· Individual testing, execution of diagnostic programs;

· Counseling parents on family education;

Auxiliary working time is the time for conducting methodical work, working with documents, consulting with specialists, and self-education. It includes:

· Consulting with specialists from institutions of the social and legal sphere on problems related to individual socio-pedagogical (social) patronage, making contacts, interacting with other organizations and institutions;

Registration and maintenance of documentation - journals,
additional documents, characteristics, etc .;

Self-education, mastering new techniques, writing programs,
preparation for events according to the profile of the activity;

· Collective methodological events: discussion of programs, visiting exhibitions by profile, summing up;

· Preparation for seminars, conferences, etc., as well as participation in them.

The specialist independently plans and organizes his activities with children, adolescents and youth. The main form of planning the activities of a specialist, in accordance with his functional and official duties, is project activity: the development and presentation of work programs, organizational documents of events, methodological materials in accordance with the chosen form and expected results .

Assessment of compliance with regulatory requirements for strict compliance with the conditions for organizing work with children, adolescents and youth, the provision of reporting forms (including financial documents) in accordance with the procedure approved by the head of the institution, the implementation of safety standards and the protection of the rights of the child is subject to control by the leadership of the municipal institution.

Specialists who work on a time basis, in contrast to specialists who work on an hourly basis, fill in the accounting registers the volume of the main working time associated with working with children. Completion of slack times is optional.

CONTROL OF THE SCOPE OF WORK

Control over the implementation of programs of social and educational and leisure work with children, adolescents and youth on the basis of programs and entries in the Logs is carried out by the director of the municipal institution, his deputies, heads of structural units.

Accounting of working time is carried out by the director of the municipal institution on the basis of the "Timesheet".

Each municipal institution, which is on budget funding, must have a development program of the municipal institution with an indication of the goals, objectives, forms and methods of implementation, an annual calendar plan of the main activities. The head of the municipal institution is responsible for the accuracy of the data presented in the Program.

Each specialist must be familiarized with the forms of project activities, organization and accounting of work performed, the procedure for conducting them, and the requirements for submitting reporting materials.

Separate filing folders should be provided to store reports and analyzes of social educators and youth social workers.

Forms of project activities, accounting for the volume of work performed and the procedure for submitting reports by specialists on the staff of a municipal institution and working on special programs carried out in a project mode are carried out on the basis of contracts (contracts, agreements, etc.) and are drawn up by appropriate orders.

Trainers-teachers and teachers of additional education by type of activity conduct classes in circles and sections according to the curriculum and subject plan, on an hourly basis, 1 rate - 18 academic hours.

Each specialist must be familiar with the requirements for the provision of reporting documents, which are given in the following tables:

Document	Educator-organizer	Social teacher, educational psychologist	Methodist	Specialist on work with youth	Deputy Director, Head of a structural unit	Trainer-teacher
Logbook the work of the club association
Logbook social and educational and leisure work
Journal of accounting of the work of groups of physical training, sports associations, sections
Report on the work of the institution
Work plan for the reporting period
Leisure program or activity program

Note: the use of these documents for these specialists is recommended, provided that they carry out these types of work and in agreement with the head of the institution.

Each specialist must be familiarized with the following documents, which regulate the procedure for organizing and accounting for the volume of work performed, when hiring a staff member and in combination:

1. Charter of the institution;

2. Internal labor regulations;

3. Regulations (methodological standard) on the procedure for organizing the activities of specialized specialists and heads of municipal institutions;

4. Regulation "On the procedure for attestation of specialists of municipal institutions for the conduct of social and educational and leisure work with children, adolescents and youth at the place of residence";

5. Annual program of activities and development of the institution;

6. Job description;

7. Other normative and program documents governing the activities of a specialist.

SECTION 4.

Reporting forms of municipalities of intracity municipalities

of the city of Moscow on the implementation of the transferred state powers in the field of organizing leisure, social and educational work with the population at the place of residence

Form No. 1

Information about organizations operating on the territory of the intracity municipal formation in the city of Moscow,

on the conduct of social, educational and leisure work with the population at the place of residence

	Name of organizations operating in the territory, indicating their legal form (municipal institution, non-profit organization)	The name of the creative team, association, club, circle, section, etc.	Working hours (days of the week and hours)	Number of students by age
Preschoolers				Population over 31
FREE SERVICES (within the allocated subventions)
PAID SERVICES
	There are _________ people in total.

Form No. 1 annual, to be submitted to the prefecture no later than January 25th annually

Form No. 2

Use by the municipality ______(name)_______________ non-residential premises,

intended for the organization of leisure and social and educational work with the population

Form No. 3

Information on the staffing table of the municipal institution

the number of people working according to the work book ______,

number of people working part-time ______,

number of people of junior service personnel (administrators, cleaners, etc.) ______.

Total employees ________________ people, including

up to 30 years old (inclusive) ______________,

30-40 years old (inclusive) ______________,

40-50 years (inclusive) ______________,

over 50 years old ______________.

The column "Age of staff members" is filled in as follows: up to 30 (inclusive), 30-40 years (inclusive), 40-50 years (inclusive), over 50 years old.

In the column "Source of payment" indicate subventions for sports or leisure.

Form No. 4

Report on the implementation of activities financed from the allocated subventions,

on the territory of the intracity municipality ______(name)_______________ in the city of Moscow

Form No. 4 quarterly, submitted to the prefecture no later than the 10th day of the month following the reporting quarter

The procedure for filling out the column "The amount of expenses for the event":

"Current financing" (if the expenses were made due to the activities of the teaching staff) or an indication of the amount of expenses from the items other expenses, expenses for events, transportation expenses, etc.

Introduction

Chapter 1. Historical and pedagogical aspects of social education of student youth in conditions of leisure activities 14

1.1. Social education of student youth in the context of leisure activities as a research problem 14

1.2. Socio-pedagogical characteristics of cultural and leisure activities of student youth 36

1.3. Analysis of the solution to the investigated problem of increasing the effectiveness of social education in the educational process of higher education 63

Conclusions on chapter 1 102

Chapter 2. Organizational and pedagogical conditions for the effectiveness of social education of students in cultural and leisure activities 106

2.1. Diagnostics of the space-time structure and content of free time of students 106

2.2. Formation of students' experience in organizing cultural and leisure activities 130

2.3. Training of students and teaching staff in the specialization "Social and pedagogical animation" 160

Conclusions on chapter 2 185

Conclusion 188

Bibliography 191

Applications 206

Introduction to work

The relevance of research. The interests of any society, its prosperity, security to a large extent at all times have been determined by the intellectual power and level of spirituality of the population. World experience shows that many countries have achieved socio-economic progress due to the priority development of the education and social upbringing system, which ensured the social development of the younger generation, a constant increase in the spiritual and material wealth of society.

State-political and socio-economic transformations at the turn of the XX-XXI centuries. had a certain impact on the status of education in higher educational institutions, updating its structure and content, propaganda and dissemination of advanced experience in educational activities in higher education. Many higher educational institutions have developed their own educational programs, which correspond to the concept of modernizing Russian education for the period up to 2010.

However, the state of the current education system as a whole can be characterized as complex, which is associated with the disintegration of the main goal-forming elements of educational policy, the search for new guidelines in teaching and education. Changes in value orientations are taking place among various socio-demographic groups of the population of Russia, including young people and, above all, among its representative part - students.

The student body as the most educated and socially active macrogroup of young people is especially acutely aware of the ongoing changes in the life of society. As a result of the well-known innovative and destructive trends in social development, there is an increase in pragmatism and individualism among young people and students, as recorded by sociologists.

In these contradictory conditions, social education becomes in demand at all levels of social life. It is social education that can and should exert its effective influence on the formation of spiritual values \u200b\u200band ideals among the young generation, individual

visual and social worldview, behavioral stereotypes and specific actions.

A significant role in the upbringing of a socially oriented person belongs to higher education, which corresponds to domestic pedagogical traditions that take into account the interests of the individual, society and the state as a whole. At the same time, higher education is called upon not only to train highly qualified specialists, but also to educate in them socially approved qualities, a willingness to fulfill socially significant social roles, using modern pedagogical technologies.

The lack of a purposefully implemented state youth policy in the country, as well as a clear concept of social education of student youth in higher education, significantly complicates the education of students. Despite the fact that the tendency in student-centered education is growing and the main goal of the university was and remains the formation and development of a specialist's personality, pedagogy at all levels of the educational process has been replaced by didactics.

Leisure has a tremendous impact on all spheres of human life and contains significant educational potential. However, a characteristic trend of our days in the field of youth and student leisure, noted by researchers L.A. Akimova, N.D. Vavilina, Yu.A. Streltsov, V.Ya. Surtaev, etc., is a significant lack of demand for the cultural and developmental potential of the sphere of a large part of young people. As social practice shows, leisure with a relatively low culture of its use (spontaneity, consumer attitude, prestigious conformist motivation, etc.) not only does not bring the expected restoration of lost strength, spiritual, cultural and physical development, the flowering of creative abilities, and sometimes turns into a criminogenic factor in society.

Thus, at present, the problem of effective use of the educational potential of cultural and leisure activities in the system

education of universities has acquired particular relevance. Having the opportunity to choose leisure activities of their own free will, due to the lack of necessary skills, insufficient organizational and pedagogical assistance, students are often not ready for a conscious choice of activities that contribute to their full development.

In recent years, the contradictionbetween the need of students to use leisure time as a sphere of satisfying creative needs, self-affirmation, full-fledged communication and the inability to realize oneself in their free time due to insufficient efforts in organizing educational work on the part of universities, which today most often boils down to individual entertainment events or to transferring methods and forms of educational activity. Due to the lack of systematic organization, coordination in the implementation of educational work and the underestimation in this process of new trends in the lifestyle of young people, the educational potential of the leisure sphere, as well as the great experience of organizing cultural and leisure activities, accumulated by domestic higher education and abroad, is not fully implemented. least.

The degree of scientific elaboration of the problem.

The works of many modern scientists are devoted to social education as an integral part of social pedagogy, among them V.G. Bocharov, M.P. Guryanov, I.P. Klemantovich, A.V. Mudrik, L.E. Nikitina, M.M. Plotkin , V.D.Semenov, G.N.Filonov and others. Domestic scientists address the problem of social education in the sphere of leisure and social and cultural activities in general: L.A. Akimova, S.R. Demyanenko, A.D. Zharkov , T.G.Kiseleva, Yu.D. Krasilnikov, I.A.Novikova, Yu.A. Streltsov, V.M. Chizhikov, etc. From a large number of foreign experts, we will single out J. Dumazedier, T. Parsons, K. Franer and etc.

Questions of pedagogical organization of leisure in a wide socio-cultural context were developed by R.N. Azarova, G.A. Evteeva, M.B.Zatsepina, V.Ya.Surtaev, B.A.Titov and others; professional training of future specialists

6 socialists in the educational system - L.G. Archazhnikova, A.Yu. Goncharuk, I.P. Klemantovich, A.I. Luchankin, E.M. Priezzheva, L.A. Rapatskaya, V.A. Slastenin, A.A. Snyatsky, I. I. Shulga and others.

Modern studies of the problem of educational work in the university are represented by the works of V.A. Berezina, E.V. Bondarevskaya, I.A.Vintin, N.S. Dezhnikova, I.M. Ilyinsky, T.S.Komarova, E.A. Levanova , V.L.Matrosov, E.I.Sokolnikova and others. Problems of extracurricular time in the university are investigated in the works of A.A. Bartolomey, B.Z.Vulfov, L.I. Novikova, V.A. Slastenin and others.

Methodological problems of studying youth as a social
demographic group, psychological and pedagogical characteristics of undergrowth
adolescent age is comprehensively covered in research
L. I. Bozhovich, L. S. Vygotsky, S. N. Ikonnikova, N. P. Ishchenko, I. S. Kon,
S. I. Levikova, V. T. Lisovsky, A. V. Mudrik, V. S. Mukhina,

A.V. Petrovsky and others; students as a special independent social group A.S. Vlasenko, T.V. Ishchenko, T.N. Kukhtevich, A.S. Panarina and others.

Despite the presence of a large array of socio-pedagogical literature, studies conducted so far on the problems of social education of student youth in leisure conditions do not provide answers to many of today's topical questions and recommendations for creating conditions for their cultural and developing leisure activities, adequate to problematic trends that have place in the socio-cultural sphere of modern Russia.

The relevance of the study of this problem, the insufficient level of its theoretical and methodological elaboration determined the choice of the topic of the dissertation: "Social education of students in cultural and leisure activities."

Purpose of the research: to develop and implement a pedagogical model of social education of students in cultural and leisure activities using modern educational technologies.

The object of the research is the social education of student youth; subject - organizational and pedagogical conditions for increasing the effectiveness of social education of students in cultural and leisure activities.

Research hypothesis: the effectiveness of social education of students in cultural and leisure activities can be significantly increased if the following are developed:

a system of organizational and pedagogical conditions, methods and means aimed at the formation of a leisure culture of students, their professional development of cultural and leisure technologies, namely: the development of skills for the rational use of their free time, creatively creative development and dissemination of spiritual and cultural values; increasing the level of leisure activity with participation in socially significant cultural and developing forms of leisure activities; development of skills and abilities of organizing cultural and leisure activities;

pedagogical model of social education of students in cultural and leisure activities using the technologies of socio-cultural animation, which involve the implementation of programs for the development of a cultural and creative personality, active intellectually and physically developing rest, social and psychological consolidation of the student body, creating pedagogical relations in the process of leisure interaction on based on the values \u200b\u200bof culture and art.

Research objectives.

Determine the theoretical and methodological foundations of social education of student youth in cultural and leisure activities.

To characterize the pedagogical essence and educational value of cultural and leisure activities in the process of social education of students, to study the structure and content of their free time.

To identify and substantiate the organizational and pedagogical conditions for increasing the effectiveness of the organization of cultural and leisure activities in the process of social education of students.

To develop and implement a pedagogical model of social education of students in cultural and leisure activities.

Methodological basis of the researchwere general philosophical, sociological and psychological-pedagogical conceptual provisions on the facts and patterns of personality development in society, educational relations in leisure, in particular, the natural, cultural and social conditioning of this process, contained in the works of A.I. Arnoldov, Yu.K. Babansky, L. S. Vygotsky, S. V. Darmodekhin, I. A. Zimney, S. N. Ikonnikova, I. S. Kon, V. V. Kraevsky, V. T. Lisovsky, A. V. Mudrik, A. V. Petrovsky, I. N. Semenova, E. V. Sokolova, V. A. Yadov, E. A. Yamburga, N. N. Yaroshenko and others.

To solve the tasks and test the evidence of the hypothesis, the following were used methods:

theoretical:comparative theoretical analysis of psychological, pedagogical, philosophical, cultural, sociological literature;

empirical:observational: observation, conversation, interview, analysis of the products of activity; experimental: modeling, pedagogical experiment; diagnostic: questioning, testing, interviews, conversations; statistical: mathematical and statistical processing of the results obtained, their systematic and qualitative analysis, tabular and graphical interpretation.

Reliability and reliability of scientific resultsprovided by the methodological basis of the research, the theoretical substantiation of the problem, the variety of research methods used, adequate to its subject, hypothesis, tasks and logic; the representativeness of the research base; the ability to reproduce empirical data; compare-

the availability of theoretical and experimental data with innovative mass practice.

Scientific novelty of the research.

Philosophical, socio-pedagogical, psychological approaches to understanding the importance of social education in the formation of the personality of student youth are analyzed, taking into account the current socio-cultural situation.

The process of social education of student youth is considered from the point of view of its involvement in cultural and leisure activities organized in a higher school, where both recreational and entertainment and cultural and developmental components are of great importance in organizing educational work.

The pedagogical meaning and potential of cultural and leisure activities in the educational system of universities, its cultural and developing essence and social significance are determined. Organizational and pedagogical conditions have been determined and substantiated that ensure the effectiveness of social education of students, taking into account the modern socio-cultural situation, the specifics of the student environment, their leisure preferences, the use of modern technologies of socio-cultural activity in educational work using the appropriate socio-cultural infrastructure.

The theoretical significance of the study.

Consideration of student youth as an object of influence of the leisure environment is carried out from the standpoint of their value-orientational attitude to their free time. Revealed the leisure interests of students in the modern sociocultural situation, the motives of their participation in pre-

daily activities, as well as problems associated with the organization of their free time.

The conceptual foundations of the pedagogically expedient organization of cultural and leisure activities of students have been determined, according to which a necessary condition for the effectiveness of this process is the formation of a leisure culture among students, their professional development of leisure technologies. A pedagogical model of social education of students in cultural and leisure activities using technologies of social and cultural animation has been developed.

Practical significance.

The provisions and conclusions of the study, the developed pedagogical model and scientific and practical recommendations aimed at improving the process of preparing students for the organization of cultural and leisure activities can be used in the preparation of teaching aids, the development of programs for the organization of cultural and leisure activities in work centers with children and young people, in educational institutions, in the educational process in the courses of humanitarian disciplines, as well as in the training of teachers, social educators and social workers, whose professional activity comes in contact with the field of education and upbringing in leisure conditions.

On the basis of the research results, specialization 031344 "Social and pedagogical animation" in specialty 031300 (050711.65) "Social pedagogy" was developed and included in the educational process, aimed at professional training of students for the organization of cultural and leisure activities (approved by the Educational and Methodological Association for specialties pedagogical education November 14, 2006 No. 25/03-08).

The following provisions are submitted to the defense: 1.Social education plays one of the leading roles in solving problems of personality formation and involves a concerted participation in this

11 the process of all educational institutions, based on the full use of the potential of the individual, educational means and the possibilities of the socio-cultural environment. The socio-cultural sphere and, in particular, upbringing in the higher education system is considered as an important component of the social upbringing of the younger generation.

2. The pedagogical essence of cultural and leisure activities of students
in the process of social education is determined by the fact that leisure is,
First of all, a necessary and integral element of their way of life is
space for students to meet their creative needs
self-expression, spiritual and cultural growth, intellectual and physical
self-improvement, performing a wide range of social roles, topics
most considered as the most favorable educational field.

In the leisure sphere, there are wide educational opportunities based on the use of cultural values \u200b\u200baccumulated by society. The full realization of the educational potential of the leisure sphere is due to the pedagogically expedient organization of cultural and leisure activities, where the emphasis is on the spiritual, cultural, creative, intellectually and physically developing components.

From a socio-pedagogical point of view, students' leisure is viewed as: a time of spiritual communication, where they are given the opportunity to freely choose socially and personally significant social roles; a sphere in which their natural needs for freedom and independence, vigorous activity and self-expression are fully revealed; activities that develop the capabilities of students, their creative abilities in the most appropriate application; a social environment in which students are open to the influence of various social institutions and organizations.

3. Organizational and pedagogical conditions for the effectiveness of the organization
zation of cultural and leisure activities in the process of social education
students are:

the formation of a leisure culture of students, namely: the development of

skills in the rational use of free time through planning your free time, focus on self-education, creative and constructive activity; increasing the level of leisure activity through attraction to participation in socially significant cultural and developmental forms of leisure;

using the entire surrounding socio-cultural infrastructure in organizing students' cultural and leisure activities, attracting specialists in the field of leisure pedagogy;

development of students' skills and abilities of organizing cultural and leisure activities through the use of socio-cultural animation technologies, which imply the creation of pedagogical relations in the process of leisure interaction based on the wide use of social spiritual and cultural values, traditional types and genres of artistic creativity, providing the individual with real conditions for inclusion in educational, creative, recreational, entertainment and other activities.

4. The pedagogical model of social education of student youth in cultural and leisure activities takes into account the meaningful and targeted basis of the organization of leisure, the specifics of the student subculture in the modern sociocultural situation, their leisure preferences and is based on the wide use of the pedagogical potential of the leisure sphere, the use of modern educational technologies.

Experimental research basemoscow State University for the Humanities named after M.A. Sholokhov and its branches served with the active participation of students of the Faculty of Pedagogy and Psychology, as well as the organizational assistance of the teaching staff of the departments of theory and methodology of educational work and applied psychology.

Research stages.

The first stage (2001-2003) is a search-theoretical (ascertaining): the study and analysis of the philosophical, cultural, social

pedagogical, psychological literature; definition and formulation of the goal, object, subject, general hypothesis and objectives, plan and research strategy; establishing the starting points of the study; determination of the theoretical and methodological foundations of the study, clarification and concretization of the basic concepts, significant indicators.

The second stage (2004-2005) is experimental and diagnostic (formative): the accumulation, systematization and scientific analysis of the accumulated data, their theoretical interpretation. Diagnostics, quantitative and qualitative analysis and generalization of the results obtained, formulation of primary conclusions, search for ways to solve problems identified during the study.

The third stage (2006-2007) - final-generalizing (control): development and implementation of an experimental pedagogical model, systematization and registration of research results. Formulation of conclusions and methodological recommendations based on the research results, dissertation preparation.

Testing and implementation of research results.The main provisions and results of the study were used by the dissertation candidate in his practical teaching and educational work on organizing various cultural and leisure activities with students studying at the Faculty of Pedagogy and Psychology of the Moscow State Technical University. M.A. Sholokhov. They became the basis for reports at scientific and practical conferences, meetings of the department of theory and methods of educational work of the above university. Some of the research ideas were discussed and approved at the scientific and practical conference dedicated to "Civil formation and patriotic education of students", held in the first Moscow multicultural school № 1650.

Dissertation structurecorresponds to the logic of the research and includes: introduction, two chapters, conclusion, bibliography, applications.

Social education of student youth in the context of leisure activities as a research problem

Along with the increasing role and influence of a person in the modern world, the importance of education and education of society increases, which is associated not only with an increase in its well-being, the development of the state's economy, and an increase in its competitiveness. An educational policy aimed at the social formation of the young generation of the new Russia is becoming the main, most important component of state policy, an instrument for ensuring fundamental rights and freedoms of the individual, increasing the pace of socio-economic and scientific and technological development, humanizing social relations, and growing culture.

From what the younger generations will become in the near future, from the level and quality of their education, upbringing, preparedness for life in rapidly changing conditions, from the modernity of their thinking, devotion and civic responsibility, the initiative of their social participation in the affairs of their country, from their readiness ( and preparedness) for political and social choice - today the future of the country depends.

These and other qualitative characteristics of a young person, who are in demand at the modern stage of the development of society and its prospective development, testify to a fundamentally new formulation of the problems of upbringing and approaches to its understanding and implementation. In the scientific literature, there are at least three meanings of the concept of "education". One of them interprets "education" broadly, meaning by it such processes as "brings up life", "educates family and school", "educates every square meter of the earth", etc. In this case, the influence of the natural and social environment on a growing person is implied. At the same time, there is a transmission to the next generation of cultural values, knowledge, customs, traditions that have developed in a particular nation, family-neighbor community, social group.

Another meaning of the concept of "education" AV Mudrik interprets as a purposeful creation of conditions for human development. Or: education as a relatively socially controlled process of human development in the course of his socialization.

Hence, we can conclude that: education can be carried out in the family, and in this case we are dealing with family education; education is carried out by religious organizations, and in this case we are talking about religious or confessional education; education is carried out by society in social institutions specially created for these purposes, or in social institutions of society, which are engaged in education in addition to their main functions. In this case, we are talking about social or social education; education, carried out in special organizations (for example, for deaf-blind people with mental and social defects and deviations) is an adaptation and correctional education.

We support the point of view of M.M. Plotkin, which is that social education permeates all spheres of education that "go" beyond the institutional environment and in which there is a social component in one form or another - factors of the micro-, macroenvironment, which provide its influence on the processes of socialization of the individual, social relations between individual institutions and subjects of socialization.

Finally, the third definition of the concept of "education". IP Klemantovich considers upbringing to be the most important function of society and defines it as "a social process that consists of targeted influences on the behavior and activities of a person of all educational institutions of society, the impact of the environment and the activity of the individual as a subject of this process." SD Polyakov also interprets this concept as a purposeful influence on the development of the individual and clarifies that the influence on the development of "... the most important motivational and value sphere of a young person."

In the explanatory dictionaries of the Russian language, the morphological meaning of the word "education" is formed from the interpretation of its constituent parts - the prefix "howl" and the root "food". In Russian, the prefix "voe" - "the same as" cart "...; written instead of "cart" before voiceless consonants. "

The semantic meaning of the prefix is \u200b\u200bassociated with replenishment, and answering the question: replenishment of what? The prefix “cart”, which is identical to the prefix “how”, can fill the word “education” with the meaning of “cultivation”. It is to this semantic meaning that the interpretation of "education" in the explanatory dictionary of SI Ozhegov is closest. He points out: “To educate, -yu, -you, -by; 1. whom (what): to raise (the child), influencing the spiritual and physical development, giving education, teaching the rules of behavior. B. children. 2. whom (what): through systematic influence, influence to form (character, skills). B. specialist. B. student. 3. what (in whom): instill, instill in smth. someone V. in children love for the Motherland. "

Over the past decade, in the course of the socio-cultural transformation of Russia, its transition to a democratic model of governance and a market economy, the face of student youth has changed significantly.

Socio-pedagogical characteristics of cultural and leisure activities of student youth

The leisure sphere is one of the dominant in the life of people, which is of the utmost importance and has a decisive influence on the development of the individual. Leisure is a necessary and indispensable element of lifestyle and contains significant potential for personality formation.

Leisure activities are one of the most important means of realizing the essential forces of a person and optimizing the socio-cultural environment that surrounds him, as well as an important factor in the implementation of the leading principles of democracy: publicity and freedom of speech, liberated consciousness. The special value of leisure is that it can help young people to realize the best that they have. The cultural and developmental significance of leisure activities lies in its influence on the development of creative inclinations and abilities of young people.

Through leisure activities, spiritual and cultural values \u200b\u200bare transmitted, the continuity of generations, the transfer of traditions, and the stimulation of creativity are ensured.

In the sphere of leisure, an active contact of a forming person with the outside world takes place, the necessary social experience is accumulated. Various forms of cultural and leisure activities are an integral part of spiritual life, meet the needs of a particular community and individual. Therefore, thanks to cultural and leisure activities, favorable conditions are created for successful socialization - "the development and self-realization of a person throughout his life in the process of assimilating and reproducing the culture of society."

The study of the problems of social education of students and the leisure sphere as a socializing environment, its educational potential is impossible without a detailed consideration of the concepts: "free time", "leisure", "cultural and leisure activities."

The term "leisure" is already found in the philosophical and pedagogical heritage of Plato (427 BC - 347 BC) and his student Aristotle (384 BC - 392 BC). e.) Leisure, according to Plato, is the property of a society that is completely free from labor and uses its leisure time not so much to restore mental and physical energy necessary for work, but to transform this energy into forms worthy of a free citizen and corresponding to his high appointment. Aristotle belongs to the concept of "high leisure", in which he invests the intrinsic value of free time, all its riches as sources of joy and happiness.

The term "leisure" and the adjective from this word "leisure" have been known since the ancient Russian era, since the XIV century, although they are rarely found in written monuments and therefore their meaning is contradictory. Judging by the contexts cited by the linguist II Sreznevsky, the term “leisure” had the following meaning: “skill”, “understanding”, “ability”. The researcher takes this explanation from the enslaving letter of the XIV century: "to cook at your leisure ... like a mogya." For him, about Ivan the Terrible: "like courage and leisure."

In the historical and etymological dictionary of the modern Russian language P.Ya. Chernykh, there is evidence that the word "leisure" in etymological terms was first explained by IM Zheltov in the work "Etymological Aphorisms" in 1875-1876. He linked the term "leisure" with the Old Slavonic word - "to achieve." Further, this explanation was confirmed in the article by BM Lyapunov "From the semasiological studies in the field of the Russian language", which says: "Leisure is actually the ability to reach out by hand, hence the ability to do something and free time as a condition of this opportunity." Both scientists, from our point of view, give not only a linguistic, but also a philosophical and sociological interpretation of this term. According to BM Lyapunov, the development of the meaning of the word leisure was as follows: “achievement” - “success”, “opportunity”, apparently, we are talking about the ability to dispose of your time at the end of work and, finally, “rest”.

There is a need to refer to the authority of the researcher and collector of the words of the Russian language V. I. Dal, who interpreted the term "leisure" in this way: "Leisure is free, unoccupied time, partying, walking time, space from business ... leisure is fun, activities for relaxation, partying, idleness. " And here: "Leisurely - able, capable of business, dexterous, skillful, a good master of his craft or a jack of all trades ... To find time - to find free time, leisure, to bother". VI Dal's interpretation of the term "leisure" is of a staged nature, it contains: a) characteristics of time (free, unoccupied), the way it is spent (partying, walking time, etc.); b) spheres of activity (it's time for a leisure person - able, capable of business, etc.); c) the activity itself (skill, dexterity, ability to work, skill), opportunities for leisure, to show the properties of the leisure.

In the second part of the definition, VI Dal puts in unexpectedly contrasting characteristics of “leisure”: “he is able to do a lot, the ability to work, a jack of all trades,“ a merciful husband has a leisure wife ”,“ a leisure wife, kind and without a husband ”; "Leisure is more expensive than leisure"; to have some fun - to find yourself in your free time. "

In the popular dictionary of the Russian language by SI Ozhegov it is written: "Leisure is time free from work." In the Big Encyclopedic Dictionary (1998), the same interpretation: "Leisure is free time."

Culturologist T.G. Kiseleva analyzes the definitions of the essence of leisure according to the most authoritative dictionaries in England and the USA. Webster's Dictionary of Sociology: "Leisure" - freedom from obligations or business, leisure time, time free from work, during which a person can devote himself to rest, recreation, etc. " ...

Diagnostics of the space-time structure and content of students' free time

The study of the spatial-temporal structure and content of students' free time is based, first of all, on the analysis of their leisure sphere and is aimed at identifying the leisure interests and inclinations of students; motives for their choice of activities in their free time; needs and opportunities to satisfy them in the conditions of leisure activities; problems related to the organization of their free time by students; and identifying the development potential of young people in the field of leisure.

Diagnostics of leisure socio-cultural processes makes it possible to record stable combinations of properties of various types of leisure activities, their cultural potential and educational capabilities, to identify certain features of the manifestations of the personality of young people, their needs and motivation, and on this basis to predict the development and improvement of the leisure sphere in order to create optimal conditions for personality formation.

In the field of sociology of leisure, diagnostics is knowledge of the state and quality of the functioning of the leisure sphere, the relationship between the main features and parameters of leisure processes, and their socio-psychological characteristics. Diagnostics of the state and nature of leisure, based on reliable and comparable information about the positive and negative aspects of leisure processes, the ability to dismember them into their constituent elements, allows you to identify the real state of affairs, to understand the essence of the contradictions of a particular leisure situation, to master the logic and dynamics of its changes. The basis of a sociological diagnosis is the analysis of cause-and-effect relationships, observed signs with the internal properties of the real process under study. Diagnostics is a differentiated knowledge of the patterns and characteristics of the leisure sphere. It allows you to make a holistic description of an object on the basis of finding its universal constant properties, patterns, their stable combination, subject specificity and the optimal set of directly recorded indicators of the state of leisure processes and phenomena.

The study was carried out on the basis of the Sholokhov Moscow State University for the Humanities with the participation of students from various faculties of full-time, part-time and part-time education in the amount of 248 people, of which 36 were boys and 212 girls. Of the entire population of respondents, those young people whose age was 17-21 years old (67%) were analyzed. For a significant number of respondents (77%), studying at a university is their main activity, the rest have permanent or temporary work outside of school hours.

Consideration of student youth as an object of influence of the leisure environment is most productive, in our opinion, from the standpoint of a value-oriented attitude to leisure.

One of the methods of studying various features of the students' leisure sphere, which we used, was the method of "projective situation", when the studied subject is asked some ideal, but quite possible situation (a questionnaire containing variants of statements, from which the respondent must choose one or several corresponding , as well as the possibility of including by the respondent himself what is not taken into account).

At the initial stage of this research, during numerous discussions, we tried to find out - what is “leisure” in the understanding of students, how valuable it is for them, whether they are aware of its social and personal significance, cultural and developing essence. Below is a typology of definitions (see table # 2)

When considering this, seemingly simple to understand and "close" concept for all and trying to give the most specific and correct definition, difficulties arose, and this is natural, since each participant in the discussion, giving a description of the concept of "leisure", was guided by his own interests, needs, values, living conditions and thus moving away from objectivity gave (more or less justified) definition of his personal leisure. But, there were also quite correct options, differing in concreteness and objectivity.

The most common was the following definition: "Leisure is free from work ..., study ..., household (practically only for girls) affairs", in which children simply oppose leisure to work or study, although there are many leisure activities related to creative labor and quite energy-consuming (for example: blacksmithing, carpentry, gardening, etc.). With this approach, young people clearly missed the fact that not all people work and study (these are, for example, preschool children, pensioners, disabled people, and simply not working people). According to sociological studies, only 44% of the population are engaged in labor activities (working in production, in the service sector, etc.) and then it turns out that leisure time for them lasts constantly.

Preparation of students and teaching staff in the specialization "Social and pedagogical animation"

Since the mid-90s, work has been undertaken in the country's universities to train specialists in such specialties as "manager of socio-cultural activities", "technologist of socio-cultural activities", "director of cultural and leisure programs", "social teacher of leisure" etc. In accordance with the State Standard of Higher Professional Education, such specializations are provided for the specialty 053100 "social and cultural activities". Curricula and training programs for specialists have been developed. Questions of professional formation of leisure organizers are the subject of scientific analysis of a significant number of researchers (A.D. Zharkov, T.G. Kiseleva, Yu.D. Krasilnikov, D.A. Streltsov, N.N. Yaroshenko, etc.).

Training of such specialists is carried out in many universities of culture of the Russian Federation. However, taking into account the current socio-cultural situation, namely, the urgent social need to use the educational potential of leisure most effectively, to reduce the impact of the global informatization process with its destructive content on the developing personality, it is legitimate to talk about the need to increase attention to the training of specialists of this profile and within the framework of higher pedagogical education, all the more so since educational activity in a sociocultural environment is the sphere of activity of social pedagogy.

The existing system of training students in specialty 031300 "Social Pedagogy" with various specializations focused on working in society has a colossal potential for training specialists in the field of children's and youth's leisure.

The sphere of free time, as a special space for self-expression, self-realization of an individual, makes special demands on a teacher specializing in this area. In the qualitatively new status of a teacher-animator, the dominant features are his high cultural education, spiritual and moral education, and professional competence. Pedagogically organized leisure, as a certain system, is not reduced to the sum of its constituent elements. It has a special integrative quality that is set by the object of the animator's professional activity. On the one hand, this is a child, adolescent, young man in all the richness of his life, and on the other hand, it is high professionalism, elements of social culture that a social teacher owns.

Our proposed concept of social education of student youth in the process of cultural and leisure activities involves an in-depth study of the processes of training social teachers for practical activities in the field of sociocultural animation. Our task is not only to train a specialist as an impeccable functionary, but also to give him the opportunity to solve the problems of modern society at a qualitatively new, spiritual level, involving the implementation of programs of creative rehabilitation, active cultural and developmental recreation, social - pedagogical consolidation of social groups based on cultural values. The ability to inspire, create a favorable educational environment in the process of pedagogical interaction, to fully use the cultural and developmental potential of socio-cultural activities, including the educational potential of higher education - this is what today is in the first stage of social expectations from the professional activity of a social teacher ...

Having a positive experience of using pedagogical technologies of socio-cultural animation in teaching and educational work on the basis of organizational and pedagogical conditions conducive to their effective implementation, we decided to include this component in the educational process.

In this regard, we propose to introduce the specialization “Social and Pedagogical Animation” into the process of training specialists in specialty 031300 “Social Pedagogy”. The need for this is recognized by the majority of the teaching staff and students of the Faculty of Pedagogy and Psychology of the Moscow State University for the Humanities. M.A. Sholokhov. Our research on this issue among the faculty of the faculty shows that the argumentation “for the introduction of this specialization” is based on the following arguments: the need to improve leisure culture and the creative potential of future social teachers - 54%; as a way of familiarizing with ethno-cultural values \u200b\u200b- 26%; as a way of forming consistency in professional thinking, which will allow not only to successfully achieve the set goals in professional activity, but also to ensure the client's comfort in the social and pedagogical process - 20%.

Among the student body, arguments prevail that argue for the need to include this specialization in the educational process of a more pragmatic nature.

First, this is an increase in the level of a specialist's competitiveness in the labor market - 36.2%.

Secondly, it affects the success in the practical activity of a specialist, his confidence in the correctness of the decision made, since specialization significantly expands the range of means of communication with the socio-pedagogical environment - 24.6%;

Thirdly, specialization expands the possibilities for ensuring a high status position in the micro-society, as it gives an increased opportunity for more stable, comfortable conditions for communicating with clients - 18.3% ...

THE GOVERNMENT OF MOSCOW

FOREWORD

1 . DEVELOPMENT: GU P MNIIP "Mosproekt-4" (architects KI Lyubomudrova, MA Kryazhevsky, engineer IB Tikhomirova). 2. PREPARED FOR APPROVAL AND PUBLICATION by the Department of Advanced Design, Normative and Coordination and Design of Skatelny Works M osk omarchitect ury 3. AGREED by: Committee for Family and Youth Affairs of Moscow, Moscow State Archive. 4 APPROVED AND INTRODUCED INTO ACTION by the instruction of the Moscow Committee for Architecture and Construction of 17 .09 .03 No. 37

INTRODUCTION

State institutions for the conduct of social and educational and leisure work with children, adolescents and young people at the place of residence (hereinafter GUV SV IDR) are preventive educational and leisure facilities and institutions that provide social, psychological, psychological and pedagogical and leisure activities for children, adolescents and youth. The task of the GUVSViDR is to organize the employment of children, adolescents and youth outside the classroom. GUVS Vi DR should be provided in every municipal district. GUVSViDR provides an integrated approach to solving the problem of preventing asocial manifestations in the behavior of children, adolescents and young people based on the disclosure of the creative potential of the individual, mental and physical health improvement, social and legal adaptation in society. GUVSViDR refers to those institutions in which social, educational and leisure work with children, adolescents and young people is carried out in close proximity to their place of residence.

1 AREA OF USE

1.1. These Recommendations have been developed for the city of Moscow as a supplement to the design and construction regulations currently in force on its territory and apply to the design of new and reconstruction of existing GUVSViDR. 12 . These Recommendations establish the basic provisions for the location, site, territory, architectural and planning solutions and engineering equipment of GUVSViDR. 13 . The design of the GUVSViDR should be carried out in accordance with the provisions of these Recommendations, as well as the requirements of regulatory and methodological documents in construction, operating in the territory of Moscow.

2. REGULATORY REFERENCES

These Recommendations provide links to the following regulatory and methodological documents: SNiP 10.01-94. “System of regulatory documents in construction. Basic Provisions "; SNiP 2.08.02-89 * "Public buildings and structures"; SNiP 21-01-97 * "Fire safety of buildings and structures"; SNiP 2.07.01-89 * “Urban planning. Planning and development of urban and rural settlements "; SNiP 35-01-2001 "Accessibility of buildings and structures for people with limited mobility"; NPB 88-2001 “Installation of fire extinguishing and alarm systems. Norms and rules of design "; SNiP 2.04.05-91 * "Heating, ventilation and air conditioning"; SNiP 2.04.01-85 * "Internal water supply and sewerage of buildings"; SP 2 .2 .1 / 2 .1 .1 .1076 -01 "Hygienic requirements for insolation and sun protection of premises of residential and public buildings and territories"; SP 2 .4 .2.1178 -02 "Hygienic requirements for learning conditions in educational institutions"; SP 2 .2.1 /2.1.1 .1278 -03 "Hygienic requirements for natural, artificial and combined lighting in residential and public buildings"; SN 441-72 * "Guidelines for the design of fences for sites and areas of enterprises, buildings and structures"; MGSN 4.05-95 “Boarding schools for disabled children”; MGSN 4.06-96 "Educational institutions"; MGSN 1.01-99 “Norms and rules of design, planning and development and development of Moscow”; MGSN 2.01-99 "Energy saving in buildings"; "Recommendations for the design of educational institutions for children in need of psychological education and medical and social assistance", M., 2000; "Recommendations for the design of a network and buildings of children's out-of-school institutions for Moscow", M., Issue 1, 1996, Issue 2, 1997, Issue 3, 1998; "Pool design". Reference manual to SNiP 2.08.02-89 *, M., Stro yizdat, 1991 "Manuals for the design of the environment for people with disabilities", M, 1997, Issue 2.

3. GENERAL PROVISIONS

3 .1. The main purpose of the GUV SViD R is to create optimal conditions for the disclosure of the natural creative potential of the personality of children, adolescents and youth based on the satisfaction and development of their interests, mental and physical recovery, familiarization with social and cultural values, the organization of socially useful activities, social legal adaptation in society. 3 .2. The main tasks of the GUVSViDR: - moral and social improvement of the environment inhabited by me, ensuring the pedagogical expediency of the system of social interactions in the interests of children, adolescents and youth; - social support in the cult and leisure sphere, in professional and personal self-determination, in the development of cognitive motivation and creative abilities, in adaptation to life in society; - creating conditions for all categories of applicants for meaningful leisure, gaining useful knowledge, skills and abilities, forming a general culture and a healthy lifestyle; - rendering assistance in the prevention of delinquency among minors to educational institutions, internal affairs, health care, social protection and employment, regardless of their departmental affiliation; - informational and methodological provision of social and pedagogical activity at the place of residence and any institution on the territory of the GUV SV IDR. 3 .3. The implementation of the set tasks is facilitated by the following activities of the GUVSViDR: - organization and development of a network of creative groups, circles, sections and other collectives of various directions; - organization and conduct of various cultural and leisure programs and events; - organization of work among children, adolescents and youth on the promotion of a healthy lifestyle; - organization of activities for the social and educational rehabilitation of minors, i.e. implementation of preventive measures for the occurrence of pedagogical maladjustment; - implementation of psychological and psychological work with minors; - organization of vacation camps for minors living or studying in the territory of the GUVSViDR; - organization with reference-bibliographic and informational-methodical activities. 3 .4. The content with which the GUVSViDR works are children, adolescents and young people aged 7 to 25, living in the territory served by the institution. The contingent of the vacation camp for minors consists of adolescents aged 10 to 18 years old, living or studying in the territory served by the institution. 3 .5. GUVSViDR can be designed as a separate one with an expanded nomenclature of rooms (GUVSViDR-1), and built-in (attached) with a minimum nomenclature of the GUVSViDR-2 room necessary for functioning. The total area of \u200b\u200bpremises allocated for the organization of GUVSViDR-2 should not be less than 300 m 2. 3 .6. The canicular camp is provided only in GUVSViDR-1. 3 .7. The optimal one-time capacity of the GUVSViDR-1 is 100 people, the optimal one-time capacity of the GUVSViDR-2 is no more than 50 people. On the basis of GUV SViDR-1, a camp for 50 people can be organized during vacation time. 3 .8. The composition and areas / of all functional blocks of various types of GUVSViDR are determined in each specific case by the design assignment taking into account the data of Section 5 of these Recommendations.

4. REQUIREMENTS FOR ACCOMMODATION, SITE AND TERRITORY

4.1. GUVSViDR should be located in a residential area, within 10 - 15 minutes of access to public transport. (GUVSViDR-1 - in administrative districts; GUVSViDR-2 - in municipal districts). 4 .2. The dimensions and composition of the zones of the GUVSViDR-1 sections are determined by the design assignment or a specific project, taking into account the provisions of this section. 4 .3. The buildings of the GUV SViD R-1 should be located on separate land plots, while the size and composition of the plots zones are determined by the design assignment or a specific project, taking into account the provisions of this section. 4 .4. G UVSV iDR-2, due to the specifics of the functions performed, are located, as a rule, on 1 floors of residential buildings and do not need to be allocated a site. 4 .5. The area of \u200b\u200bthe GUVSViDR-1 section is taken at the rate of 80 - 120 m 2 for 1 place of a one-time capacity, taking into account the location of sites and facilities of a recreational and leisure nature on the site. 4 .6. The following zones are envisaged within the territory of the GUVSViDR-1 section: - public; - ph and culture ph o-health improving spruce; - economic. 4 .7. In the public area at the main entrance, it is recommended to provide a paved area for mass gatherings of children and adolescents. 4 .8. It is recommended to provide in the health and fitness zone: a ground for throwing a ball and jumping (60 × 40 m); gymnastic area (15 × 16 m); an easy-going sp ortyadro with a circular treadmill 250 m long; paved tracks for non-traditional sports (rollerblading, skateboarding, etc.). 4 .9. The physical training and health-improving zone is also used for psycho-correctional activities. 4 .10. Landscaping area should be 40 - 50% of the total area of \u200b\u200bthe site in accordance with SP 2 .4 .2 .1178 -02. In this area, it is recommended to provide lawns, flower beds, green spaces. 4.11. The GUVSViDR-1 economic zone should be located on the side of the administrative premises. On its territory, it is possible to place sheds for inventory and equipment, waste bins, etc. 4 .12. It is recommended to locate a garage with workshops in the utility area, which can be used both for the utility needs of the institution and for teaching car business. It is recommended to provide a garage for 2 company cars (a bus and a car.) 4 .13. The GUVSViDR-1 land plot must have a fence with a height of at least 1.5 - 2 m in accordance with the requirements of SN 441-72 *. 4 . fourteen . The site must be illuminated in accordance with the requirements of SNiP 23-05-95. 4.15. The site must have at least two entrances (one utility); driveways must have a hard surface and a width of at least 3 m; the layout of the site should provide access for fire trucks to all buildings, as well as detours around them (SNiP 21-01-97 *). 4 .16. For cars of employees, an open parking lot should be provided in accordance with the requirements of MGSN 1.01-99.

5. REQUIREMENTS FOR ARCHITECTURAL AND PLANNING SOLUTIONS AND ENGINEERING EQUIPMENT

General requirements.

5.1. GUV SViD R includes the following functional groups of premises: - lobby (GUVSViDR -1, GUV SViD R-2); - specialized (psycho-therapeutic and psychological-pedagogical correction) (G UVSVi DR-1, GUV SViDR-2); - initial vocational training, artistic and aesthetic education and cognitive activity (GUVSViDR-1, GUVSViDR-2); - d ossugovo-phyzku lturno-health improving (GUVSViDR-1, GUVSViDR-2); - city vacation camp (GUVSViDR-1); - food (GUVSViDR-1); - administrative and economic (G UV SViDR-1, GU VSViD R-2). The composition of functional groups of premises in an institution is determined by the type of GUVSViDR. The architectural and planning solutions of the GUVSViDR should take into account the requirements of the functional zoning of premises, taking into account the activities carried out in them. Functional groups of premises designed to work with minors, in addition to their main functions, also carry correctional ones, which determines the composition and area of \u200b\u200btheir premises. 5 .2. When designing the premises of the GUVSViDR, it is recommended to use the layout schemes given in the Appendices to these Recommendations. The recommended areas of separate rooms, depending on the specific planning and design solutions, can be changed (reduced or increased) by no more than 15%. 5 .3. Functional groups of rooms of GUVSViDR-1 can be located either in the same building or in separate buildings or blocks connected by heated passages. In this case, fire compartments with an area of \u200b\u200bnot more than 5000 m 2 must be provided, separated by type 1 fire walls (in accordance with the requirements of SNiP 21-01-97 *). Each fire compartment must be provided with at least two evacuation exits, one of the exits may be provided in an adjacent compartment. 5 .4. The functional diagram of the GUVSViDR-1 layout is shown in Fig. 1.5 .5. The functional diagram of the GUVSViDR-2 layout is shown in Fig. 2.5 .6. The GUVSViDR-1 building should be designed, as a rule, with a height of 3 floors. It is allowed to increase the height up to 4 storeys for obstructed areas of the stagnation. (SP 2 .4 .2.1178 -02). 5 .7. The volumetric-planning structure of the building should ensure the convenience of the institution's operation, take into account its specifics and ensure comfortable operating conditions, including convenient communication with the site. 5 .8. All premises of the GUVSViDR should be designed for use by wheelchair users. Entrances to GUVSViDR buildings, ramps and stairs, lifts and lifts, aids and devices (handrails, handles, levers, etc.) ) should be designed in accordance with the requirements of SNiP 35-01-2001 and Manuals for the design of the environment for people with disabilities (Issues 1 and 2). 5 .9. The width of the flights of stairs of the GUV SViD R-1 should not change its 1.35 m. The width of the doors of the main premises should be taken at least 1 m, taking into account the needs of disabled people using wheelchairs. The width of the corridors in the premises of administrative, household, industrial and household purposes should be taken at least 1, 4 m; in all other rooms - not less than 2.2 m. The width of stair flights and the width of the corridors in GUV SViD R-2 is allowed to be taken equal to the width of the stair flights and the width of the corridors of the existing material fund, but not less than 1.2 m. 5.10. The height of the ground floors of the GUVSViDR-1 building is supposed to be at least 3.3 m (from the floor to the floor of the overlying floor), the height of the pool and gymnasium premises is 6 m (to the bottom of the supporting structures), and the height of the auditorium is according to technological requirements. The height of the premises of GUVSViDR-2 is allowed to be taken equal to the height of the living quarters. 5 .11 The interior decoration of the premises of the GUVSViD R must be made of materials permitted for use by the bodies of the State Sanitary and Epidemiological Supervision of the Ministry of Health of the Russian Federation and allowing wet cleaning, as well as the use of disinfectants.

SYMBOLS

- Communication space

Functional links:

- Main groups of premises of GUV SViD R-1 - City canal camp with main groups of premises of GUVSViDR-1 - Service

Figure: 1 . Functional layout of GUVSViDR-1 planning.

SYMBOLS

- Communication space

Functional connections:

- Main x groups of premises of GUVSVi DR-2 - Service

Figure: 2. Functional layout diagram of GUVSViDR-2.

5 .12. All rooms of the GUVSViDR, designed for the stay of minors, must be equipped with washbasins. 5.13. It is recommended to organize relaxation corners with green spaces, fountains, aquariums, etc. in the lobby and halls of the GUVSViDR. 5.14. Natural lighting in rooms should be designed in accordance with SP 2 .2.1 /2.1.1.1278 -03. 5 .15. All rooms of circles and workshops must have a K EO of at least 1, 5 on the surface of the tables and be illuminated by a side light on the left. For the organization of mobile forms of conducting classes, it is necessary to provide for uniform illumination over the entire working plane in the room due to additional overhead light or additional artificial lighting in the back of the room. 5.16. It is allowed not to foresee natural lighting: - in the auditorium; - in washrooms, showers and toilets at the gym and swimming pool, sanitary facilities for staff, women's personal hygiene rooms (while observing the required frequency of air exchange); - in the radio center, in the warehouse; - in the staff buffet; - in dressing rooms of staff, household rooms, washing kitchen utensils, pantry, pantry equipment, storage rooms for cleaning items; - in the premises of technical services. 5.17. Sanitary facilities and toilet rooms are designed in accordance with SP 2 .4 .2 .1178 -02 and SNiP 35-01-2001. The total number of sanitary appliances is taken on the basis of: for every 20 places, two toilets for boys and girls, 2 piss in the boys' lavatory; 1 washbasin for every 30 boys and 30 girls. The equipment for girls' personal hygiene booths includes a washbasin and a bidet. The number of personal hygiene booths is determined on the basis of: 1 booth for 50 girls (the number of girls is taken 50% of the one-time capacity of the institution). 5.18. In rooms for storing cleaning equipment, a washbasin and a drain should be provided. 5.19. Requirements for insolation of premises where children are located must be taken into account in accordance with SP 2 .2.1 /2.1.1.1076 -01. 5 .20. Heating and ventilation of buildings of G UVSViD R should be designed in accordance with the requirements of SNiP 2.04.05-91 *, MGSN 4.06-96, MGSN 2.01-99. Sewerage, hot and cold water supply should be designed in accordance with the requirements of SNiP 2.04.01-85 *. 5 .21. Power supply, electrical equipment, electric lighting of buildings and outdoor lighting of the territory should be provided in accordance with the requirements of SP 2. 2 .1 / 2 .1 .1 .1278 -03, MGSN 4.06-96, MGSN 2.01-99. 5 .22. Buildings are designed taking into account maximum energy savings in accordance with the requirements of MGSN 2.01-99. 5 .23. Buildings should be designed with at least II degree of fire resistance (SNiP 21-01-97 *). 5 .24. In the building of the GUVSViD R-1 and the premises of the GUVSViD R-2, an automatic fire alarm should be provided in accordance with the requirements of NPB 88-2001. The list of premises in which it is necessary to provide for an automatic fire alarm should be determined in accordance with MGSN 4.06-96. A signal about the activation of the APS system (automatic fire alarm) is displayed in a room with a round-the-clock presence of staff. 5 .25. On the escape routes from the building, emergency and evacuation lighting must be provided in accordance with the requirements of SNiP 21-01-97 * and SNiP 23-05-95. 5 .26. The recommended composition and area of \u200b\u200bthe premises of the lobby groups of GUVSViDR-1 and GUVSViDR-2 are shown in Table 5.1. 5 .27. It is recommended to equip wardrobes for minors in GUV SViDR-1 and GUVSViDR-2 with cantilever hangers. 5 .28. In GUVSViDR-1 and GUVSViDR-2, a wardrobe should be provided for hundreds of mines in a separate room at the lobby. 5 .29. In the lobby group of GUV SViDR-1, it is recommended to provide an information department. 5 .30. Vestibules should be provided at the entrances to the GUVSViDR building. 5 .31. The structure of the lobby groups of the premises of GUVSViDR-1 and GUVSViDR-2 should include the post of a duty watchman. In GUVSViDR-1, at the lobby, a room for the watchman's rest is provided.

Table 5.1

Recommended composition and areas and premises of the lobby group

	Name of premises	Premises area, m 2		Notes
		1st place
GUVSViD R-1
	Lobby			Taking into account the number of personnel
	Garderob for staff outerwear
	Information department
	The room of the administrator (security) on duty			At night it is used for the rest of the watchman
GUVSViDR-2
	Lobby with a place for security		Not less than 15
	Wardrobe for juvenile outerwear		Not less than 10
	Staff wardrobe		Not less than 6
	Bathroom with washbasin in the airlock
	Cleaning room

Group specialized premises d (psycho-therapeutic and psycho-pedagogical correction).

5 .32. The recommended composition and areas of the specialized premises of GUVSViDR-1 and GUVSViDR-2 are shown in Table 5.2. The areas of the premises of this group are determined in accordance with the "Recommendations for the design of educational institutions for children in need of psychological, pedagogical and medical and social assistance." In all rooms designed to work with a group of minors, 1 seat is provided for a wheelchair user. The composition and areas of the specialized premises of the GUVSV iD R in each specific case are specified by the design assignment. 5 .33. The group of premises for psychological and therapeutic correction is intended for carrying out preventive work among minors using the following methods: - individual psychological correction; - overcoming social maladjustment with instilling the skills of a healthy lifestyle and correct sexual behavior. 5 .34. The psychologist's office is designed to carry out individual work with a minor (Appendix, Fig. P.1.). 5 .35. Classrooms for group psychotherapy and a room for situational games are intended for social adaptation of minors. The equipment of the group psychotherapy room is recommended to include armchairs, a specialist's table, tables for individual work and a cabinet-rack. An example of its layout with equipment is shown in the Appendix in Fig. A.2. The equipment of the room for situational games includes: a work table, a rack with aids, a computer desk for a specialist (Appendix, Fig. P.3.). It is recommended to provide this room only in GUVSVi DR-1. 5 .36. The sex education room is a lecture room with a social teacher's table and chairs with folding tables for listeners, the arrangement of which can be arbitrary. It is recommended to provide this room only in GUVSViDR-1. 5 .37. The rooms for group psychotherapy, a sex education room, and a room for situational games are designed to work with a group of 9 people. 5 .38. The relaxation room is designed for individual psychological and therapeutic correction. It is recommended to include in its equipment technical equipment for sensory purposes and psycho-therapeutic correction: a vibrating chair, a vibrating couch, a specialist's chair, a table for special equipment and an installation with a water cascade. (Appendix, Fig. P.4.). 5 .39. The group of premises for psycho-therapeutic correction includes a lecture hall designed to conduct lectures for minors. The optimal audience capacity is 30 people. This auditorium can be used for holding conferences of employees and is provided only in GUVSViDR-1. 5 .40. The group of premises for psychological and pedagogical correction is intended for carrying out activities aimed at preventing school maladjustment. 5 .41. The office of a social teacher is designed for individual work with minors. Its equipment includes: a specialist's desk, a computer desk, a rack, a table for a minor. 5 .42. The room for psychological and pedagogical correction is a classroom for 9 people. (Appendix, Fig. A.5.). It is recommended to provide this room only in GUVSViDR-1. 5 .43. It is recommended to include single tables, a rack with aids, a specialist's desk in the equipment of the room for correction games "l ego", designed to conduct classes in a group of 9 people. 5 .44. It is recommended to include student tables for theoretical studies, student tables with computers, a specialist's computer desk, and a combined cabinet (Appendix, Ri p. P .6.).

Table 5 .2

Recommended composition and area of \u200b\u200ba group of specialized premises (psycho-therapist and psychological-pedagogical correction)

	Name of premises	Premises area, m 2	Notes
	Group psychologist o-therapeutic correction and
	Psychologist's office		Appendix, Fig. A.1.
	Group psychotherapy room		Appendix, Fig. A.2.
	Sexual education cabinet
	Room for situational games		Appendix, Fig. A.3.
	Relaxation room		Appendix, Fig. A.4.
	Lecture audience
	Group of psychologist-pedagogical correction
	Social teacher's office
	Office of psi hologo-pedagogue of logical correction		Appendix, Fig. A.3.
	Correcting game rooms:
	- "l it"
	- "a computer"		Appendix, Fig. A.6.
	Sanitary facilities for toddlers and girls with washbasins in the airlock
Note: rooms marked in the table with an asterisk (*) can be organized in GUVSViDR-2; not marked with an icon - only in GUV SViD R-1.

Premises for initial vocational training , artistic and aesthetic in nutrition and cognitive activity .

5 .45. The recommended composition and area of \u200b\u200bpremises for initial vocational training, artistic and aesthetic education and cognitive activity of GUVSViDR-1 and GUVSViDR-2 are shown in Table 5.3. The areas of the premises of this group are determined in accordance with the "Recommendations for the design and development of the network and buildings of children's out-of-school institutions for Moscow" and MGSN 4.06-96. In all premises 1 place is provided for a wheelchair user. 5 .46. This group of premises ensures the implementation of the following functions: - providing minors with the opportunity to receive initial vocational training; - the formation in children and adolescents of the need for group and interpersonal communication; - disclosure of the congenital inclinations of a minor, forms and determination of the range of his cultural interests; - broadening the outlook of a minor with the help of educational circles; - ensuring the employment of minors in their free time. 5 .47. The composition, number and profile of circle rooms and workshops of technical creativity in each specific case are specified by a design assignment, depending on the infrastructure of the served territory, the prevailing demand, economic and human resources. The types of hobby activities envisaged in G UV SViD R should provide an opportunity for each minor to choose activities that correspond to his inclinations and interests. When organizing workshops, it is necessary to consider the possibility of their re-profiling, taking into account changing conditions, which makes it possible to implement the recommended standardized workshop areas. The indicators of the area of \u200b\u200bthe unified workshop are determined in accordance with the one-time occupancy of 9 people. Depending on the design assignment, the one-time capacity of these circle rooms can vary from 6 people. up to 18 people with a corresponding change in areas. 5 .48. Workshops of technical creativity, in which educational and technological processes are associated with an increased level of noise and the release of chemicals and dust, including an auto workshop, are recommended to be organized only in GUVSViDR-1. 5 .49. Recommended profile of workshops of technical creativity: modeling (auto, sudo, radio, etc.); on metal processing and technology; wood processing and technology; Appliances; auto business (theory and practice); electrical engineering; radio electronics, etc. (Appendices, Fig. A.7. - Fig. A.11.). In this group of premises, it is recommended to organize an Internet cafe, the equipment of which includes: a bar counter, a pantry rack, a music installation, 9 computer tables for 1 person and upholstered furniture (Appendix, Ri p. A.12.). 5 .50. It is recommended to organize at least 5 different workshops of technical creativity in GUVSViD R-1. The number of workshops in GUVSViDR-2, in view of the limited area, can be reduced to 2. 5 .51. Workshops for technical creativity, in which educational and technological processes are associated with the release of chemicals and dust, should be equipped with an effective ventilation system in accordance with SNiP 2.04.05-91 *. The workshops are equipped with cabinets for storing work clothes and washbasins with hot and cold water supply. 5 .52. In the premises of the workshops, pantries should be provided for storing materials and finished products. 5 .53. The recommended nomenclature of arts and crafts workshops is shown in Table 5.3. (Appendices, Fig. A.13. - Fig. A.16.). 5 .54. Taking into account the possibility of the presence of adolescents of the "risk group" in the GUVSViDR contingent, the architectural and planning organization of premises for classes with the use of valuable equipment should provide for the allocation of two accessibility zones: - a busy area with a leader; - a zone of limited availability (storage of valuable equipment, raw materials, products). 5 .55. The circles included in the group of premises for aesthetic education: thematic theater (dramas, folklore, etc.), circus art, musical (ensembles, orchestras, choir), as a rule, are organized in the premises of the assembly hall. (Appendices, Fig. A.17., Fig. A.18). It is recommended to organize the activities of clubs of various types of dances in the foyer at the assembly hall. 5 .56. The considered group of premises of all types of GUVSViD R should include a block of circles of cognitive activity, the recommended profile of which is: a circle for conducting classes in culturology, ethnography, local history and tourism (Appendix, Fig. A.19) and a circle on journalism with a video photo workshop (Appendix , Fig.A.20). The equipment of the circle rooms should include: a specialist's table, randomly placed tables for listeners, which, if necessary, can be combined into a single table in the central part of the room; display cabinets, stands, racks for storing materials.

	Name of premises	Premises area, m 2	Notes
Workshops for technical creativity
	Universal workshop for technical creativity with pantry
	Technical modeling workshop with pantry		Appendix, Fig. A.7.
	Workshop of the court for modeling rovani with a pantry		Appendix f, Fig. A.8.
	Wood processing workshop		Appendix, Fig. A.9.
	Metal processing workshop		Appendix, Fig. A.10.
	Wood burning workshop		Appendix, Fig. A.11.
	Internet cafe		Appendix, Fig. A.12.
Mastery of applied arts and crafts
	Theatrical and artistic (costume making) with a pantry		Appendix, Fig. A.13.
	Puppet theater (puppet making) with pantry		Appendix, Fig. A.14.
	Modeling with a kiln for firing, pantry storage of the investment and finished products		Local hood availability Appendix, Fig. A.15.
	Needlework (embroidery, weaving, origami, etc.)
	Visage, cosmetology, hairdressing
	Design (decoration art)
	Patterns, sewing and knitting		Appendix, Fig. A.16.
Aesthetic in nutrition
	Art studio with pantry		Appendix, Fig. A.17.
	Music study room with instrument pantry		Appendix, P and p. A.18.
Circles of cognitive activity
	A circle for conducting classes in cultology, ethnography, ecologists and, tourism and local history with a pantry		Appendix, Fig. A.19.
	A journalism club with a video and photo workshop with back rooms	53 + 17 + 17 + 11 + 6	Appendix, Fig. A.20.
General accommodations
	Premises for heads of workshops and circles
	Storage rooms
	Hygiene room for girls		Place at the bathroom for girls
	Bathroom with washbasin for staff
	Premises for cleaning equipment
Note: rooms marked in the table with an asterisk (*) can be organized in the GUV SVi DR-2; not marked with an icon - only in GUV SViD R-1.

Dos u ovo-physics ltu rno-health vitality rooms.

5 .57. The recommended composition and area of \u200b\u200bleisure, physical, cultural and recreational facilities are given in t Abl. 5.4. The composition, number of premises and their area must be specified by the design assignment in each specific case. 5 .58. The main task of this group of premises is the role of the primary link in the prevention of asocial behavior of minors. Its activity is based on the idea of \u200b\u200bdistracting the child from the usual aggressively minded environment, i.e. a group of premises is provided for carrying out activities aimed at: - physical development, providing a positive opportunity to release your energy; - the formation in children and adolescents of the need for group and interpersonal communication. 5 .59. The auditorium is recommended to be designed for 120% of the one-time capacity of the GU VSViDR-1 (per guests). It is recommended to organize 5% of seats in the hall for wheelchair users. 5 .60. It is recommended to use the foyer at the assembly hall for studying the circles listed in clause 5.55., As well as for organizing a museum of children's crafts. 5 .61. It is recommended to include a library with an area of \u200b\u200b120 m2 with a book storage and a reading room in the leisure premises. 5 .62. The connection between the sports hall and the dressing rooms is provided directly or through the corridor. The sports hall will have a storeroom for sports equipment adjacent to it. (Appendix, Fig. A.21.). 5 .63. The design of the pool should be carried out in accordance with the provisions of the reference manual "Design of pools" to SNiP 2.08.02-89 * and SP 2 .1 .2 .568 -96. The recommended size of the pool bath is 25 × 11.5 m; water depth in the shallow part - 1, 2 m, in the deep part - 1, 8 m. Simultaneous loading of the pool - 18 people. 5 .64. The area of \u200b\u200bthe changing rooms at the pool should be calculated based on the norm of 2.5 m 2 per 1 teenager 5 .65. The size of foot baths at the pool must be provided for 1, 8 m (in the direction of movement from the shower to the pool bowl) in the entire width of the passage. 5 .66. In GUVSViD R-1 it is recommended to additionally provide premises for storing sports equipment (skis, roller skates, bicycles, etc.), the areas of which are determined by the design assignment.

	Name of premises	Premises area, m 2		Notes
Leisure facilities
	Assembly hall for 120 seats
	Stage in the hall	Not less than 36		Depth of es t are glad - 3.5 - 4 m
	Kinoproekts ionic with rewinding and radio unit
	Foyer
	Sanitary facilities for boys and girls with washbasins in the lobby lock
	Premises for artists
	F il videotheca
	Fire post premises
	Pantry furniture and props
	Pantry equipment
	Library with a reading room and book depository
Physical training will improve the health of the new premises
	Sports hall 12 × 24 m			Appendix, P and p. A.21.
	Dressing rooms for teenagers with showers and sanitary facilities at the gym			2 showers, 1 toilet and 1 washbasin per dressing room
	Shell			Adjacent to the gym
	Swimming pool 25 × 11.5 m			Given the detour
	Pool inventory
	Dressing rooms for 9 people.
	Shower room with dressing room including foot bath			2 shower nets
	Dressing rooms with washbasin
	Instructor's room with bathroom			The structure of the bathroom equipment includes: a toilet, a washbasin, a shower
	Nurse room	10 8 6		Must be adjacent and have access to a bypass
	Laboratory water analysis
	Control unit
	Storage room for chemical reagents
	Rea gene tn a
	Gymnastics hall (health, athletic, strength gymnastics)
	- dressing rooms
	Pantry sports equipment
	Gym
	- dressing rooms
	Universal sports hall for athletics, acrobatics, fencing
	- dressing rooms
	Universal sports hall for various types of wrestling, single combats
	- dressing rooms
	Boxing room
	- dressing room
	Table tennis room
	Room for instructors-methodologists with a bathroom in the airlock			The composition of the bathroom includes: a toilet, a washbasin, a shower
	Sanitary facilities for boys and girls with washbasins in the airlock
	Hygiene room for girls			Place at the bathroom for girls
	Bathroom with washbasin for staff
	Cleaning room
	Cleaning room
Note: rooms marked with an asterisk (*) in the table can be organized in G UV SViD R-2; not marked with an icon only in GUV SViD R-1.

Indoors the city vacation camp.

5 .67. The recommended composition and area of \u200b\u200bthe premises of the city vacation camp are given in table. 5.5. These premises are provided in GUVSVi DR-1. The composition, number of premises and their area should be specified by the design assignment in each specific case, depending on the number of minors in the camp. 5 .68. It is recommended to include quiet rest rooms in this group of premises, the equipment of which includes: upholstered furniture, coffee tables, a TV stand with a VCR, racks for board games and cassettes with video films (Appendix, Ri p. 22.) ... The need and the number of rooms is determined by the design assignment. 5 .69. The premises should also include a discussion hall, which is recommended to be equipped with upholstered furniture and a living corner (Appendix, Fig. P.23.).

	Name of premises	Premises area, m 2	Notes
	Quiet rest room		APPENDIX, Fig. A.22.
	Discussion hall		Appendix, Fig. A.23.
	Social educators room
	Sanitary facilities for boys and girls with washbasins in the airlock
	Hygiene room for girls		Place at the bathroom for girls
	Bathroom with washbasin for staff
	Premises for cleaning equipment

Pome power supply.

5 .70. Recommended composition and areas of catering premises are shown in Table 5.6. This group of premises is recommended to be provided in the GUV SViD R-1 and placed in the immediate vicinity of the group of premises of the city vacation camp. The catering facilities are designed to serve minors attending the city vacation camp. During the time when the camp is not functioning, catering facilities serve all visitors. The areas of the premises of this group are determined in accordance with MGSN 4.06-96. 5 .71. Meals are organized in one shift in the common dining room. 5 .72. The area of \u200b\u200bthe dining room is taken at the rate of 1.2 m 2 for 1 seat. 2% of seats in the dining room are designed for wheelchair users. At the hall, a washroom is provided at the rate of 3 m 2 (1 washbasin) for every 18 - 20 seats. 5 .73. A buffet is provided for staff catering at the rate of 1.8 m 2 per 1 seat. It should be located in the premises of the dining room or administration. The number of seats is determined by the design assignment based on the number of staff eating at the institution, the length of lunch time and the number of shifts. A utility room is provided near the hall for food distribution, storage and washing of dishes with an area of \u200b\u200b8 m 2. 5 .74. It is recommended to design the room unit in GUV SVi DR-1 on the basis of work only on semi-finished products based on communication with the school-base canteen of the municipal district. A separate entrance should be provided for the production premises of the dining room. The production premises of the canteen are designed taking into account the placement of a set of electrical and technological equipment in them.

Table 5 .6

Recommended composition and area of \u200b\u200bindustrial premises of the kitchen

	Name of premises	Premises area, m 2		Notes
	Hot shop		35 *
	Cold shop
	Bread cutting room
	Fish shop		9
	Meat shop
	Vegetable workshop
	Washing kitchen utensils		10
	{!LANG-c1201c816ba5a47b23632ae48ed9d19d!}
	{!LANG-c661541d3a6ad49769b4be56ec620c96!}
	{!LANG-6c0b5f5b13310c47f233cf5e6551873a!}
	{!LANG-384ce6482833ad014946b4f46c747bcb!}
	{!LANG-6b13fff8fec1a0466eb2c4aa37dacf3c!}
	{!LANG-c2fa97692610530df24619ab2967c312!}
	{!LANG-10e000ccdfe28ebcb974cf49b6d05ac5!}
	{!LANG-a382fb21d9cfef695df32c9b22c7dc26!}
	{!LANG-469d11238a2766a3d59fd0b07db218de!}
	{!LANG-3ffd906e0d68942501761218016d6bcf!}
{!LANG-ab201c5479c28b143013c0a381f7061a!}

{!LANG-ef9b4bf7bba56dd230d5e3494d6a2861!}{!LANG-c4d33954ea944116d745ff7714070efb!}

{!LANG-5440f8635ece8a7a96de92028e6d9811!}

{!LANG-90137c8905344a3a9a7326248e9bbefb!}

{!LANG-a56863ac9620633c64b0b8c314386cb0!}

	Name of premises	Premises area, m 2	Notes
{!LANG-4ac2db97687b837bfe0722a26a2d9866!}
	{!LANG-a960da0c18dade52dbda249272a923ea!}
	{!LANG-fc1e5deefacf3edac7f3851f5f1edac9!}
	{!LANG-71be8e1841b4c39f776f5b5649cbe547!}
	{!LANG-1ba711de81b768ae4123c54164b4a079!}
	{!LANG-06ee12096835e569e0af251f9093d3e4!}
	{!LANG-a02eaa76002be1761b627fa15ff577f3!}
	{!LANG-48fe05736193ecee1ebc58a08c411953!}
	{!LANG-7c106e75cb6425c29db31b314c4149d7!}
	Fire post premises
	{!LANG-f94db4a7feb6ef79becee5ada6d53af8!}		{!LANG-67743760bbce24898d379e3a94f07348!}
	{!LANG-c620e5c07ac07cbd107577121c06b896!}		{!LANG-35a9913bc3562d79940e2b216277792e!}
{!LANG-951e4947e5c8f2eef21c8d58b793600e!}
	{!LANG-a960da0c18dade52dbda249272a923ea!}
	{!LANG-fc1e5deefacf3edac7f3851f5f1edac9!}
	{!LANG-46502fc28f579ed5a7cc1de40575cba2!}
	{!LANG-c171166653d4aa41014817d8404e1695!}
	{!LANG-06ee12096835e569e0af251f9093d3e4!}
	Fire post premises
	{!LANG-24806ece0564f1131e6bbd0e764be0e7!}
	{!LANG-7c106e75cb6425c29db31b314c4149d7!}
	{!LANG-8fd4a211adddff9c9aa5f37d69c38ca6!}
	{!LANG-fed9c9bb8ca584eb90644db6d209db5c!}		{!LANG-35a9913bc3562d79940e2b216277792e!}
	{!LANG-1158208c35889eb1f285fb77e6b0535d!}
	{!LANG-e8ddfbdc4523409911dcae595576dd27!}

{!LANG-1c475b8242617e379dc8fc864d205ef3!}

{!LANG-7eb76cb0b208915ecadb9de481e47797!}

{!LANG-f0493b491df30822f034c603fe08c6c3!}

{!LANG-46876af3aa9e83335aed94681ef0a392!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-694896691b0e9deeeb08d995f363309f!}

{!LANG-05646187ad74195dca504fc67fb0912b!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-951d36efc7771dc8d65450f8f025f736!}

{!LANG-2eef96a8c5f339756312e9ba8f27902c!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-0b9030bb39134d47b89aa7c184623d62!}

{!LANG-fd39fc4d0c9f3f9d497492d4b9f7c39f!}

{!LANG-53bb4dcea775dc9ccf875197e5ac6252!}

{!LANG-7e0eb59a0f78cd0f8426beae6914c43e!}

{!LANG-47afe4f0aa4f5b7f8585b80c3c09374b!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-dcf5cb9e451c59bf523df08d2a003972!}

{!LANG-9ad2fd6256cec7cd07794769c52b478e!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-32f8e0bb6944a6efe8b1351b72b8facc!}{!LANG-2ba5c9c30d13f5094cf48def208ec1c0!}

{!LANG-78f30af979181dcb32779379052d32f6!}

{!LANG-561884418c8cd7ed1a49a30caf520595!}{!LANG-ebc1cab50ca2ab5613eb30be7f07d5f1!}

{!LANG-6d7797e0caf8678f723dab26e8009011!}

{!LANG-c62b37c24ac468739b00757f90bb533f!}

{!LANG-966e361720b083ed048ebc7028af2163!}

{!LANG-3c333394e43d6a488887fbe677ea4173!}

{!LANG-6ee2e65f2c184c9537ae7b8549748a5e!}

{!LANG-2139eac872d538801a60bbf260944b1d!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-1bddb191de52faf6ff1eed0824654f3a!}

{!LANG-6d37ba856e47f091810a7ba7176d2886!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-29a9fdba5ff0a9747e8ceb79486d4b38!}

{!LANG-676a1ef9631c1f1d656a38136000d5ce!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-fdf53a61a4b94a5cb4dd5c70b5090bfe!}

{!LANG-027191ef684419446b49349feaa668eb!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-f2c2ba9bb63e128a414b18de411f5b7c!}

{!LANG-4b1de049226c5eda130ffe615b4a8e27!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-c402010eb7068218e9ccf22b2802474e!}{!LANG-bd9e4b584ea26581b093fb780a8d600e!}

{!LANG-7a490058fe831ec0438ca559e9d3f306!}

{!LANG-28b5089ed4c658f2044a0f172d0155f4!}{!LANG-32850997da942a0e6ff81af5d74aa2b9!}{!LANG-09f0ae25563ce423d4ab06055632d031!}

{!LANG-d78d0737efbd6f047a2b478829118eb8!}

{!LANG-cc3d104eed039ac6defd0623724d353c!}

{!LANG-fd1675c71e2e82636f8533e419cd91b3!}

{!LANG-add2bd502eef2df65ca27e29e45ab5ea!}

{!LANG-aa528e46aa924cf691153092508a7e74!}

{!LANG-75cceac393497bbbefa0ee6a8bfc7a8c!}

{!LANG-6d79d4e8e16bb41a34c49ab3c6829c08!}

{!LANG-2e767ff1e54b2b0534b997f68faad326!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-54f34f7b0c435da8fe7f4594783629c5!}

{!LANG-0f5e654d625e7e497e6008022a757890!}

{!LANG-47ae264774d70201e7f502374215f02a!}

{!LANG-c2ba610c74bf36dcc4c541181d470b48!}

{!LANG-bc4c45ecb8a9603c421ecb40432c4bbc!}

{!LANG-66745a9c4231ba47a57d203b1f506710!}

{!LANG-20a2be90031cb2c521e1207f890a66f9!}

{!LANG-6d29a67f79d3176005faa6d88443607d!}

{!LANG-ac9feef65c8a01d25cd955d5a9e7aba4!}

{!LANG-8d16723ace1415e689900954d20ef2ad!}

{!LANG-6b4ff00f95ee71ef6fb13c56170ad6c9!}

{!LANG-857e275ea139ea9535981a76be3e18fa!}

{!LANG-d9aab559cbbde34f651cb7c40659a16f!}

{!LANG-5c4d7656c3fac9ed78cd803d34bcc1c8!}

{!LANG-ac9feef65c8a01d25cd955d5a9e7aba4!}

{!LANG-9aea7ca4e7943d029f75507bc006616d!}

{!LANG-3fd535653aca0f6d3e11355e6efe9bfa!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-34aa21ff15018792ce8a588c57451231!}

{!LANG-acdc6e7a82bca1324b4c2d85fdfa32ef!}

{!LANG-9ef3dc4a1fb56a2af3b00fff9d2ea728!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-5b934c290b837b727b500bac2ba397d0!}

{!LANG-97abb66fc79a369aed18ed81a77f603a!} 26 {!LANG-e987a1ad9b6928062b99ffbfad36b942!}

{!LANG-ed2f0d68971df6903d369ff7ffd7cc7f!}

{!LANG-4c9eb99c16b1f59e152d976f8d14de34!}

{!LANG-300be9503e88c123224abe0b9f3ba952!}

{!LANG-d48d13fbec3323be7bd179d5518cecd1!}

{!LANG-885f4fc6046f051b69f771fd9681b227!}

{!LANG-794f27e2a316da320dc249c3b560b197!}

{!LANG-16f92e313d091c6bca2620b4d3cb99cd!}

{!LANG-2dc62b3010a1bb561f342a3f17793e02!}

{!LANG-ee571f6972bde92e85e2ae5c6f864232!} 6 {!LANG-e03ff587f1520d57fe52fbf3f34deca9!}

{!LANG-81b36f683bc029708f3bbb46e380402c!}

• {!LANG-d05def21d7089a91e79ca682a30ed519!}
• {!LANG-286e8837fb1b9580a28e8b2cff55e42b!}
• {!LANG-7ea4835f42f9bfb709086a5d008426c5!}
• {!LANG-57cea906a98e2b04fef13298db3f7098!}

• {!LANG-7523b56970fa50901ae6f57ddc8326ef!}
• {!LANG-aeab99607681f5f5c84c4a4f29dc6c4a!}

{!LANG-f0dc1e441053bb5b3fc7dbb668689e15!}

{!LANG-9fa2a76544f8cb52c5d79c4e12bf3bf7!}

{!LANG-4c48f8d5595017068d3c8dd8c2170f67!}

{!LANG-1949da2d18d6ca5f11f5ef9673607ef9!}

{!LANG-38e389eafd3960c30ce682dfa27b4116!}

{!LANG-61547f51c8f377397940fadbbc09bcba!}

{!LANG-372c977e213d3fc17ca3cfdaffe67f6d!}

{!LANG-a232498e5e545824495a3d0ef0bf3188!}

{!LANG-cfa2c8289cb095588f9657620e4eddd9!}

{!LANG-e0991f571e9c54bc8b382a505905379c!}

{!LANG-fb2b390fa26d7086f24bb51d7f04648b!}

{!LANG-83831e463a9b9431d8826d83177fcb78!}

{!LANG-becfc2d0340e4610e3b47a712f149657!}

{!LANG-250e6d7e50c2a25913058ecc8dbb4d0e!}

{!LANG-1fe537bbeff5870bff1f834c27e1df5a!}

{!LANG-8ff3c331dd663c13a63168d1b6904cea!}

{!LANG-65245b5275fae95e3850194fe2a8baef!} {!LANG-167f8bf96e552a6ba3c513b01f670876!}

{!LANG-1a94893c4ccf0f73403fbd731e7da1bb!}

{!LANG-85fdda9188ddf07742cb5910cc638ed5!}

{!LANG-1e54ab8f797f5406aa80b43f8806f9cd!}

{!LANG-18a4fb605865add688e55689e5f675db!}

{!LANG-4d5479fc005670944cfb521d5195f9c2!}

{!LANG-1ea4415d6b085126d62b3997ca849d89!}

{!LANG-4e997639159da12f2e03996631ff049a!}

{!LANG-db307e8057aa96c8f44e2a1ecd84b85b!}

{!LANG-9e0496cc6a42e8828a5aaa3d472afe0c!}

{!LANG-2d45c05ada7169e358a8d5b4f51f8a18!}

{!LANG-7bfb649024d49cead96690218b2063fc!}

{!LANG-ddca082fd1e8d6a107c9b69d3c18f235!}

{!LANG-e1ebd6e2a9085ffc78418b9e1c105ab9!}

{!LANG-7f7a57286e7ac622aa7d483b71b9d1a0!}

{!LANG-015a17f8213feb64427cd828b7e6914d!}

{!LANG-bd7a6485dc9b79bfd691f295386fd858!}

{!LANG-4764a35a989777aa67801247ea74c972!}

{!LANG-76fd1692a6c4f17d52231d7268b7677e!}

{!LANG-ea0be6beb1bb3ad00739314a67c91c6b!}

{!LANG-62cb3938104136a829303d0664258fc0!}

{!LANG-7f4a23313a4485f50567b35b0566b720!}

{!LANG-a849baa54fe78061d52c3b764e7d6723!}

{!LANG-55a14c11ac978872039d3ff8cf3f1331!}

{!LANG-e0e0a550c39051d1907ae2f829577fbd!}

{!LANG-6cabcaf33d10f5adc441b580e816804d!}

{!LANG-8a43fcaf23fa8a80abd9778ad1e3770c!}

{!LANG-1e3386adc86b7449726c0acf311efab5!}

{!LANG-9e3f8e4a799dfcdcfd82e81ce0c3b3a6!}

{!LANG-ceb0b38e7c663e8076e6d6897b917030!}

{!LANG-7d3a79d3938938766783bdcb5b5a41c5!}

{!LANG-144a5541ad86115e0e991284a3e3dfcb!}

{!LANG-357073170c025d52fc4ff3aab33298ec!}

{!LANG-474fde48db871e449a61052d22a3cec8!}

{!LANG-d31356b82f2f982f862044d1956ef0b5!}

{!LANG-55d5035e4e17056e2eea89750eb48c2c!}

{!LANG-6acbf979ffa4d09fd99c7aa13e726f4b!}

{!LANG-14acef318fe8bf95646ada6007eff4c0!}

{!LANG-ce4eb9e7d9e38fe5df5ba57760ac1ca8!}

{!LANG-ca6f4ca66756f75f96afebcba2afc0b4!}

{!LANG-6510a4fae4b3decf49f4e55ce13cb721!}

{!LANG-9fa97e3d266d0ea4c4b605fbcb064d95!}

{!LANG-e8d65d59de8ba3a04341beeede73da12!}

{!LANG-100f630ef405ff92448956021c5b4b0c!}

{!LANG-906370538a1dcc0e32679a7f0dd8b89b!}

{!LANG-8a1584318f34088646e348ae1c60d092!}

{!LANG-1292f06526b117d3e908dd00bfe4ec1c!}

{!LANG-0bf754cfc0ef5936d12b20d2ae05fd9d!}

{!LANG-e868485233ad05b28e071c70d76216b9!}

{!LANG-4d66090dc7c052fefa884f0fa62e1e05!}

{!LANG-560bdded680c7f8ff048c515e4e507f1!}

{!LANG-5a6006b201ad53553d4df7421f0606da!}

{!LANG-6d8923c53740f08fb725607448630a5d!}

{!LANG-4f4b582112780244d123ae0cfecaa736!}

{!LANG-7f5e161d5024d36c4920855fec9e7e5f!}

{!LANG-9010ed33b5d0a4b25f716ce7a1a21165!}

{!LANG-2c54aad24b0134b10fa8af2a30dde983!}

{!LANG-f423e08b5862edd13f9ce07f458740a7!}

{!LANG-2909d480e6793546109f9957adef1f5e!}

{!LANG-2f7411e74371ac65355d363e329597a5!}

{!LANG-a93770df86d0831d5440b7a3bbf75039!}

{!LANG-225b90f0e8d45a3388f83520c7af85b6!}

{!LANG-0a1a5a3609b1ab46f78d620ec375d496!}

{!LANG-5212f36f06bb6f5c9c1e60ced2e83f07!}

{!LANG-57d7d9fc60b1c572cb357cfacb35ff80!} {!LANG-a83dff7b5dc7e9fad7c41e1efc2c4310!}

• {!LANG-5f03c407267df8fa2623da9ec2bf887b!} {!LANG-4df6e316fac43d42cb59cef023625d1f!}

• {!LANG-a204a0d4891b1ca57955ef1a5ae2ae32!} {!LANG-d274088e55a1155fa36e9c4ac68b6da9!}

• {!LANG-cfc3c9db2254a8763501efddfb3c6cde!} {!LANG-2240df21ba6c554124af030658dd7156!}

• {!LANG-cda05725e21762f9a1706f620f34c672!} {!LANG-318e689c36e8e92374ecb48712f746e8!}

• {!LANG-65a15fafe95fcdc5664cc4c7f6283d66!} {!LANG-18390ec5aab545ecd63d50d64de0295d!}

{!LANG-a763964910c551e4a138081453d1e432!} {!LANG-01c758c9d9a96672a1eb08cb109ef929!}

{!LANG-2bcb9805fae8448e64b44e7414279d10!}

{!LANG-0d974e3f29762c5f626c5fae55f96c14!}

{!LANG-2c243eb8b49624cff46fb123f92b35d1!}

{!LANG-6999def517b80e1e93a76b831b2fe315!}

{!LANG-7c9b569b923d22bc6524b57f0a14aea9!}

{!LANG-cde23614b3a4626bf3f304786f549606!}

{!LANG-231a63a943a521f2f5b546516a62c26b!}

{!LANG-e2e88cfbb80a6c60272022374a853993!}

{!LANG-799273ecd55e03629f7c6e071752014c!}

{!LANG-8ed8cb6ca76752b9d00dd45f5e5e99d9!}

{!LANG-59675db9c9308edc3285416cc5839323!}

{!LANG-74e4d612f6241641f397034a183654a5!}

{!LANG-29938ced3397e49fdee633265d987d6a!}

{!LANG-ac72515d535d84415f1c74e6737cb2a6!}

{!LANG-e8de872d0f986456a6ce12dccaa276b4!}

{!LANG-fca0055c607166b4b6a612015ef593d7!}

{!LANG-51a4f4f937a79ed0a57471894e6df2f3!}

{!LANG-3595c5c55953aa918d17753e3b8e39cb!}

{!LANG-bb55aee244a6296d3df0ef8e1f9cd05e!}

{!LANG-d6ccb353a1c9f48b2a7bdeb2f4e6db03!}

{!LANG-13639ffaaf23a44b15f7616fed08ebd1!}

{!LANG-75a450f6efe4c96c73cc14e773cdf3be!}

{!LANG-27b60292f64f5a5d3e1af31af6b5354b!}

{!LANG-fb07744027b139283f43ca67815624e5!}

{!LANG-28af540a270943ccddf2d914f5dc943e!}

{!LANG-eeaa8659bd9ac24bf70bce2cd5f39ae8!}

{!LANG-2aa908768f27d13def39f2062cd1a29f!}

{!LANG-40dbe495ed7bdc27c094003e3d6d6f59!}

{!LANG-af32d5cea38913435d96aca68c84430f!}

{!LANG-c21d8c3bd530a823eda9c6cb275162ca!}

{!LANG-da56a358f53ade1957e8aa52ab6bc07c!}

{!LANG-bd454cba6295280df100db61e6952ec2!}

{!LANG-6f7a1fd646cf29f3992ea44fe9f86a94!}

{!LANG-33a953e2632bf06ea1abef72c25491a4!}

{!LANG-75dc8e16ce4bf26d6a52cbaa5af0f334!}

{!LANG-c9f2e54b9ffa334c1a3fd2019204f16d!}

{!LANG-a8f13a24c41fdfb1d08bdffb019d8a73!}

{!LANG-8caa57679d46fe80c1cd058d31bd09b6!}

{!LANG-89731abafce7aabd4711859898eb5bad!}

{!LANG-8f84d6993b9f37ab05b2c95228d7d422!}

{!LANG-997c9ace93f742e44ce2b1cada559d38!}

{!LANG-bf1d977b59b75a4d2733c854fdaf3673!}

{!LANG-fbf98681be63576a709c75137b82ac49!}

{!LANG-e77ad87dd4cfff2b1832691d816a914d!}

{!LANG-1e30f8b233b6a1f2b794b84cd2824ac9!}

{!LANG-6313efbe031b2a09b9fb8d5d6d4c5e29!}

{!LANG-815b7047182b45f00cabfd4847ab8c2a!}

{!LANG-851db4ba1051bfdc75284cfc3598544c!}

{!LANG-80a6687c85fbfa2432d3ee45aa3f267e!}

{!LANG-48a6a852e6a1102b1b77cdac11e6e588!}

{!LANG-8c289f9805d1bbbf336470e854116d8b!}

{!LANG-e4c21fd8af6bbab3fc8bd81b084f8239!}

{!LANG-bf946cde8695fa56247d608b2ad586b7!}

{!LANG-0435b41d71c65bf87d8ebe2fb890f3a3!}

{!LANG-0bc227910ee1055228b02475cf7c39fd!}

{!LANG-fc4c9bd5c337adf2cf7e43ed81f13677!}

{!LANG-af7afd523eb947a0bae846367da24591!}

{!LANG-9e03fbccbca2d793cbeb5ffa469d4ffd!}

{!LANG-6e98621cf014c30ed59bf9f462e15c66!}

{!LANG-fff60e06cb03d55ed243c25b16773448!} {!LANG-0e976cd54244c3781c3354cf6b954c60!}

{!LANG-9734966367e55b776955041bcc7f261c!}

{!LANG-29dc6b42faf2fd3dfb710d6566de2f05!}

{!LANG-e84a4b3b29d2463dc81803433ba2fb5d!}

{!LANG-c5a2572a87dd8126a8b78f0c3baf415b!}

{!LANG-6ea70d7517c0acbcd5e6ef8c0002cfc2!}

{!LANG-72430ce4b3fb57ea9ec5a53a828d3ba8!}

{!LANG-67f599bdae94bedf364e772ab4021102!}

{!LANG-fef981666d02d3ea0d76b521008bb31c!}

{!LANG-2223768137ce4e9c32fb0e38eed7d80f!}

{!LANG-0e36e455a1e201c14e7e0771f92dbdd6!}

{!LANG-06c8ec4e9aa34d9c308de8ef37ecf3d6!}

{!LANG-0a6f971d764d0ccd5ccda0d2025a2182!}

{!LANG-9e4c08305b569edd0352698fb88f6295!}

{!LANG-d2b4f5d49060cc08c0c7915923f0bda2!}

{!LANG-1083376d62dda74b56deee81257fefb9!}

{!LANG-e5112d16f896af3ed6d13fe56bb62e10!}

{!LANG-3e246b6568dffc82edd055929025fe2c!}

{!LANG-c1a4b30ce850c072b6199ca689b0bb88!}

{!LANG-b86a290fdbcf736b06a34fd5a880077f!}

{!LANG-08ccce1f47199c58088b54e7a25142a8!}

{!LANG-2449720d372c31180a427a0b7ed36848!}

{!LANG-0ddfcc5a0a4d8c547a957581fda9ed32!}

{!LANG-419070dd2c7f5ebbc1d58fd7bef71da6!}

{!LANG-c804dec3b72d73983655eaf5ef814f25!}

{!LANG-29d97f2e29131147d0d1516e546ec049!}

{!LANG-7c0a8bf52952bc0069547923289e2490!}

{!LANG-ccea38a66ff0b6f68f18382e49f573b1!}

{!LANG-c7bd191450bd41d04d36a55d672b065d!}

{!LANG-763665f87b92bb3713542799408f01de!}

{!LANG-f56278c23681a8b852ff09aa52b2cde7!}

{!LANG-7790df3c370b8b1966acce61d8b53445!}

{!LANG-60065450be036f1712fff359d0a76730!}

{!LANG-d3f77d9bd38beeccad769fb503d5ffd2!}

{!LANG-fccb93b5c42ece0b69c5209fa1dcb262!}

{!LANG-be2df1cf394297f9da0193d789adbc44!}

{!LANG-d01c715bb5dfeedba5501d8e06857f6c!}

{!LANG-1f965bc06bb7eebf6adae404d2453bbd!}

{!LANG-f681e19637d14bd8df18e7048ba1b8c2!}

{!LANG-1d7e20850e930c543448172d7a83499e!}

{!LANG-2d503a27d467825f9324ebaf74df4dc2!}

{!LANG-19943539ff267b034b603fd760154b9b!}

{!LANG-94a5d2c633667ac25309ae50324d780b!}

{!LANG-90da11ef44c8c855c797baea375c854f!}

{!LANG-0c5b3454807c49b567029ce016101b5a!}

{!LANG-28ef0dbaa8a0f37abad1e76795f67ad0!}

{!LANG-6fcdd11af3e292a5974677724cbf3f0e!}

{!LANG-7e8a2fc37aca73e99d829192cd6abf1d!}

{!LANG-2e423e4b234378ede62857e1b853dd1a!}

{!LANG-43a3f302312539142a0932c4e116d44c!}

{!LANG-f23a33e9d0b23b5a7ebfa6004f190ab6!}

{!LANG-97951e349055613a95be977b33a120b6!}

{!LANG-997f6889097a07f001077bc1b53bb120!}

{!LANG-2b85f5368c2935d18ed7f8c1b665af62!}

{!LANG-9f02ca3e2a07906c7978d914087515e0!}

{!LANG-5cbeb1f9ee21fc9e28d041a888876fd6!}

{!LANG-21302ff6f3c21fc6597cef4a79c7ad33!}

{!LANG-82426bf49c9e646691027cb310fd577f!}

{!LANG-931f5c7516aec68d56cc39f1f97f46a4!}

{!LANG-339fa5f68762350059d26b3cba73a326!}

{!LANG-d095f69b707c0cf78d71c6e56d8450e3!}

{!LANG-defcb5f2d2c2e5fe68c5f2aef48a09c1!}

{!LANG-46e574f5be934952cfa7ace1d38eb278!}

{!LANG-7b5a575311db9047c4a2fde15b46ecdd!}

{!LANG-caa3e6366c93dc9002bd00102b7ae4bc!}

{!LANG-b5c559326ce27c5624c45793d0ccb682!}

{!LANG-0746e1b73d3ce556501c65e837430841!}

{!LANG-37c14a26a78f12425dd59a2861b29205!}

{!LANG-414c4a51725ecaba3a1ca05a9be4e434!}

{!LANG-1aa0decaaa66ee8d2184235aa797ccd0!}

{!LANG-d1b2f8ff291d8954c0846e5abed294d3!}

{!LANG-465bf48a621b6a8c564fc3c49ea330e0!}

{!LANG-1e9eeedfa7e5502af9bc9f5be7343e5f!}

{!LANG-547c0c06b83f0947530385eb70d0faf3!}

{!LANG-d772ab576fc79d6f1f483261661ffa9b!}

{!LANG-fd77b071b732d12977c8da01b96685d5!}

{!LANG-c12338f1f931fe5fc8fbabe3ec29fc18!}

{!LANG-ddb7593e75ea13b90267e0af3c195d29!}

{!LANG-5919605ec083046832ca432f5fa742bd!}

{!LANG-8d8ea2f3cc63e2df69b66c250556ad11!}

{!LANG-1764f0efc48dad671b52a1096ef40076!}

{!LANG-ac31dc0aa47ccf0c7098aa134d0e1431!}

{!LANG-78ff0259c8631a22c878d096cf20c1a8!}

{!LANG-d742f18c4ed7e339b922c05a57b2ced7!}

{!LANG-7947c1f9fcaaa2c568a05eec3710ac08!}

{!LANG-ab0494e70d9073c8581892f4a2c22c22!}

{!LANG-25b5b33d1cc4699ae40ff8c2327f3e13!}

{!LANG-32b3a49550c7b07daea8cc0f8bc9f361!}

{!LANG-584cf4aa7b803cefbd48524b381bc4d5!}

{!LANG-c058042eed8ba592f66b67a6e7e603a8!}

{!LANG-86a29ae9e4f6f5a3fba7bb0755e746cc!}

{!LANG-5ded730617a85b62a003f613874be03a!}

{!LANG-e83766ac1feb52fe937238bcd7c9bc5f!}

{!LANG-3c5df77c607cb95b26c9111c6e4a1de1!}

{!LANG-41c5822d0a8750820e4971fdd3e412ea!}

{!LANG-09506fe1a1e402f394674c71afb6df49!}

{!LANG-96d881c1ce4093ee2707f394fa99f8de!}

{!LANG-3961a78fa7225ba356b9ddb577a97603!}

{!LANG-921b9fa4cae316298205b6263c222dfe!}

{!LANG-30cf3128105c78a9e4662fd6264a453b!}

{!LANG-58fcb6e7ea8f620def2a83f561e2d9c3!}

{!LANG-26161480d6b6eec7ba7aad4300f51776!}

{!LANG-d1fb19c9e555d3f24c388e1d02acf18a!}

{!LANG-02759aa4764952764225e76cfa7625a1!}

{!LANG-2c63200e3782d4fa3354285cff9c10bc!}

{!LANG-1890cfe930b4a0e8a1cf34a6c62b60d9!}

{!LANG-46dc1932776b801198b8d495ace4d20a!}

{!LANG-a94d1e35e88bd526840d14db3ffe3ddd!}

{!LANG-cd61370b90dfb159d5ee23f82f016837!}

{!LANG-214d2899db3eb120a3aba09bc6cac493!}

{!LANG-ad142b17175ea992f6bdc9891cfd6a59!}

{!LANG-31588f91581544068a5018df94470f81!}

{!LANG-167831466abd18121626bc39722f0ea1!}

{!LANG-dbf1ff7ffb988216dca128a7022222fe!}

{!LANG-beb1b8164d391de942c2f565e2aacb55!}

{!LANG-30beef7199f3228ed4d8998f116c722f!}

{!LANG-71feb12b83342f56bbf0ce84fc468c90!}

{!LANG-0608ed78c37a92c069bcea276ba41530!}

{!LANG-c1952fc610b276956328626821a761e9!}

{!LANG-11147aea46ff2823c274af34daa15b47!}

{!LANG-f772143be0318832faabc395edcec7a1!}

{!LANG-e3d4579fc847b180d5f2ba896f03225f!}

{!LANG-be5583e4708ee6b5c974ac4d40dc8cec!}

{!LANG-e4f07e7937797afc6f18ae76a715f365!}

{!LANG-497bf695e7ddbba972052520b057f733!}

{!LANG-6cff6b1acf6a3fae44ef3432d8d55518!}

{!LANG-c6513f499640096ba71874b91d92cdd3!}

{!LANG-0c7976bb1344665ae563485c59e0fd1a!}

{!LANG-c5d7cc15956782899844fbbab54224d2!}

{!LANG-cf1651133848dbdf180c1ee399c73284!}

{!LANG-743bb54cfcc1229ba5e2a7ca4f61b99e!}

{!LANG-9b080358f32c667d79a6b796bd9ea6b8!}

{!LANG-318c25e8206eae8dd20ee54a82c48357!}

{!LANG-967f7fe1b0dfb5ab88eb131702e4fb77!}

{!LANG-e7f6e63a5f27e1e4b14bbe5e67ee8754!}

{!LANG-29b54c819ab074250c792977522dcccd!}

{!LANG-08eb71e982a10909edf89f783561a685!}

{!LANG-cb22317b73200edbcd74cffa08baa327!}

{!LANG-d291e403c7c41adbfed738f1276afe87!}

{!LANG-f7cf3e824d03efd9ebd57f3865a17ae3!}

{!LANG-97d72e16bd411e89a35b0b5d4df42969!}

{!LANG-426a9a2671704a6896ef62c96751132e!}

{!LANG-e781cd4b1a62e5f4a33cfda956024634!}

{!LANG-598074e2a2d8bd3711af100407a0aca2!}

{!LANG-7f6de6f8a748640c1dddc111ec0ce2f3!}

{!LANG-d89d961b6be2a0ca8ebc20c58a314dd0!}

{!LANG-d842b167f8103eeb5f26d02709888c2b!}

{!LANG-0fa9603668fe4adaa68a0ebdef1e5ede!}

{!LANG-49e7f0a781f8fd531587ec502fa11719!}

{!LANG-aac42aad572d936e547b0b641b532828!}

{!LANG-b79149c33e2cc2805a1ec677916fb27e!}

{!LANG-0279766107dea4f4e33e12f71dade346!}

{!LANG-5ee4338b04c96c5c33a1a37530873270!}

{!LANG-d40d7c98d91d9fe35ae2932dcdb33f6a!}

{!LANG-a8183dd845fd8f81b42f5818e76f75d3!}

{!LANG-da36f5d5c561f220a821a18d09067109!}

{!LANG-2bb7985756d42586a4b738a32fce826b!}

{!LANG-ba3f5f56dc11965a5c718bfa239efa25!}

{!LANG-0fb3420097c3c6d28dd664b2e9fe834c!}

{!LANG-15a488bbde574e7454187133d9d5f5b1!}

{!LANG-589f6c3fc33bb1c2057c8ee94cc29ab6!}

{!LANG-a34f54eeafa46f4a891eaf81a470eaa0!}

{!LANG-149a9ea8022ea6586e4d421462890cad!}

{!LANG-2097315cd7fa26ea2de7fc593c6ff962!}

{!LANG-37b019d0b52dbbad8e16dd8607701745!}

{!LANG-634d47c48b50fffb525aa14da3a226be!}

{!LANG-83615786e111919223baaa235f32eea7!}

{!LANG-9a80bc0716bf783d449f9fd934df69c6!}

{!LANG-e94135d4b526470909e1f2ab51c7fca4!}

{!LANG-72811e93e36ab5d1df2a5fc25743ba59!}

{!LANG-23a4b44817f9202208eebd58d4ea6b18!}

{!LANG-def24a6ac493b6a3bd10a7a7262bcbf6!}

{!LANG-35dd27e7272b980a8793dec1f8197cd4!}

{!LANG-8c359708c5d57ab10ff880030d3c5cc2!}

{!LANG-6276d393e8d35494e95000eba5ca10eb!}

{!LANG-d261ce7527960cd90064309a4c0ad0e6!}

{!LANG-8baf096b595adbad4643bbf13bbd012e!}

{!LANG-0294dee158ef02b2d14bdabd8a6e01bc!}

{!LANG-32fa1cd173c387ef4d3d1649f8d413a1!}

{!LANG-dc0a00892f4e366b95215fb68dfc146d!}

{!LANG-1c370563e8be9077e3eca825b5854f9f!}

{!LANG-96dedf545b4bd5eb199cf57bd340a97f!}

{!LANG-9b86f629eb3fc27dc2f7ab72c921b8b7!}

{!LANG-0c2ca1862218bc416bbb754157ce9387!}

{!LANG-894a3b3fb27b99cb6172f330d207330f!}

{!LANG-7c39acc941926ba841b5a766c08211bf!}

{!LANG-d350429a5e0ab82f8e5584152655e345!}

{!LANG-9e153df69593cbbbbe0b0e7847aa3d33!}

{!LANG-2b4928915ba15b939db1a3d9eb2566b3!}

{!LANG-37be6655f5fef45ca7f45a5c812d4354!}

{!LANG-746b54524b1af8fd0123059a5baa28c1!}

{!LANG-1c0bfa2ac0cabc3a2b179067f13f6374!}

{!LANG-30ead3f8d5cd45886cceccd5b18cabe1!}

{!LANG-abb4cc49afc6dce28b33989dc69a8b99!}

{!LANG-b5ca100ae0d2dc59c8c80dce2ebd5dbe!}

{!LANG-cd6be10ece832239d06565bab42ac94c!}

{!LANG-f5530ca05fb72b2db41b6001479538c4!}

{!LANG-70dd0eae72f092e72a850d164ba7ee9f!}

{!LANG-e0bd9010b7ee7ae4404e29de4ef5ce77!}

{!LANG-86fdfbd8ed250fc3d5f4029c1fe452eb!}

{!LANG-729997397c920b04e705af91a8142561!}

{!LANG-0d4541f5da9dbb7bb2e961a4c88d06b8!}

{!LANG-7135f90e22658b2203380b06c50b7361!}

{!LANG-3fdd21f994653f814cd8f13bcabe1151!}

{!LANG-58c28ec7069395dcb941fd25c4ea856c!}

{!LANG-b4e2be8da05db8c9ee3ea86b808c7b87!}

{!LANG-07e4825145107ae65a051dc9810917cf!}

{!LANG-0d595d1085b4c7c5d1c60ba6653811cb!}

{!LANG-6723ec2184e18d31548eb1c2a644f509!}

{!LANG-36d4962c330eab9b5c924cf575cb90b5!}

{!LANG-fa8f7352a0bd4977496f927c7ffb2d64!}

{!LANG-e7b1323ac7fa86516eaa89f5ac2e1131!}

{!LANG-b4df3452773bad31909ad29772fd65cd!}

{!LANG-e33ea0de4238ffdec787c8e5ced33d07!}

{!LANG-39791483cd03187923af5f6096584619!}

{!LANG-69c2c80010aaab8fbea6dbd4347b049a!}

{!LANG-425c62f07296b6c6d06cdb153d8e14b4!}

{!LANG-866db898b745085b48230e5fbe34bb41!}

{!LANG-c59b8f3a22739809a4e20136c8b835c5!}

{!LANG-3faf1aa946b83a5f67adba8fbcab16c7!}

{!LANG-5e08aaeec462d83dc879bfaf5efefeb6!}

{!LANG-b7a9babcc9bf9aac834dd14934fda9e8!}

{!LANG-85ef8800065f1f61a940843d9d616552!}

{!LANG-76c45aca2161e0a4d40dfc11330fbdd2!}

{!LANG-37aa0c1e6c25f18947afa5046a28f148!}

{!LANG-f8b78986fee167f521f1591375e4c5e7!}

{!LANG-344a954a49a071b091765be242e4ad6f!}

{!LANG-f6929dd3fa9b5f899d530dfe31697854!}

{!LANG-e7245da9352711ad00316ca9115f9d33!}

{!LANG-d1af1bf9dcd67dfbd9d7faf35e5a91fd!}

{!LANG-0f713fc4957491ed92fe6d4930d52f0b!}

{!LANG-02bcf0fda64698a4a9879aa6f14874c4!}

{!LANG-8da0a414135b1d75a3fed555b995cde6!}

{!LANG-221aee5fdd9c0d9a08b8c42e77b8138a!}

{!LANG-e5f94ed18b49f81a12730397e5db1fe8!}

{!LANG-ebba244d34342b572511f7986d3e36a0!}

{!LANG-13f809429e6f7c26d98271df6843dc3d!}

{!LANG-7ba70dfc9bd6c16ae170f5633700b200!}

{!LANG-5756ef09ad5619b53370e9d0f29f3a96!}

{!LANG-925c80c07814ed6df17bcb44758dc04e!}

{!LANG-a03e74be4663b46c5c694511ff537b71!}

{!LANG-c32e84a25ad019abb46bb157e7c28958!}

{!LANG-fdf1a86b7cc148d8b8856c3a12f74cbe!}

{!LANG-0d4d3681f5eaf6a6874445c99cee689f!}

{!LANG-b6deb5004662463c4de466ca3c207856!}

{!LANG-7b240f720f1f116a84e4eb9c5aeab233!}

{!LANG-03dc5429d3e45f648e6f7f8bf20d2d55!}

{!LANG-916ee334257ee789729fe60c9ee1f3d2!}

{!LANG-5034a1fbae749a7459e56f49728b76ac!}

{!LANG-8af4f37060ebc0876d722a0d93521424!}

{!LANG-2e9809bc0e8b77ba003b036b7e13f7dd!}

{!LANG-616c0c74545257874681f1abd3e01181!}

{!LANG-4483b812845e451876c79078411c13ea!}

{!LANG-f80507fd7a5edbb2df5a5b75628c2eeb!}

{!LANG-fbe6b263f1db931cb983f0dbd99d0294!}

{!LANG-e5fa623650cb40dd8fc3c5afa4acb87b!}

{!LANG-3b69a4a0867cbfce7b4c0dcaa73e7131!}

{!LANG-56e2ec449c9b2301816783b38c99a51d!}

{!LANG-573ba173b4810c7915f0297e8af9cde1!}

{!LANG-058860657d4eb78939c8a9124e15c54c!}

{!LANG-4ea747396580252c129a53e0231e320d!}

{!LANG-c2f9c31ff5058ef00f3d602db9b573a8!}

{!LANG-3b39a25dd4c6e6cf72fb2224889edfe9!}

{!LANG-a97e81acd63904ca1e3a7ceca59ccbc1!}

{!LANG-131e3956df86ad87601f25011e3e6ba9!}

{!LANG-9cc79bb165c2fa55e8f0aa3ef82b125d!}

{!LANG-3e8851135026c411a3a3ae09f1fb040d!}

{!LANG-d515ac10b06802452742122dce9f3bcb!}

{!LANG-e2785468ec057b74066147ee449d8978!}

{!LANG-638ae7c61e396816d8af96395484ff89!}

{!LANG-e4395f924c9f014d19086e41a36a6e70!}

{!LANG-be60bcbf990fd60725f5b410cf844ce6!}

{!LANG-57421b1a3d9ccc546d4c360689b157c9!}

{!LANG-c242f5a0cbfcc8407815b13780378e7b!}

{!LANG-99e376c59daab4f56679d2e523f19483!}

{!LANG-37908df699f21edf17d40183f596f605!}

{!LANG-e67185114a74296b70098a376c91272b!}

{!LANG-4ed39ffd3c4a9b34794a8406cb040d05!}

{!LANG-3e03dea8779c3f6563b1bf7a94c0179b!}

{!LANG-8a3d206eda757389f3d28a01c278c6d0!}

{!LANG-0875f5bd08a06806a76e076b809c5e31!}

{!LANG-e3c2b47bc4bd9a3c27ca0e7549148476!}

{!LANG-93426567a7577c23be3c26c3a7d0fb01!}

{!LANG-ba6cc1e3aedb6b1d815fe76d57c71a1f!}

{!LANG-0b08a7f803cf42098d6e3a88951cba8b!}

{!LANG-15abf15834cf9a61aabe2aab6f9d97bb!}

{!LANG-1e39a49bdfb6f725ba6d4f3a74c5b5ad!}

{!LANG-410f263f781ee47d6fa2bedd30c16e5a!}

{!LANG-c18f3bb401f07c18d68c981c194aaa4c!}

{!LANG-55d7f8e8fe0f869e4c9428ccacde3594!}

{!LANG-4da5db0bd559b61a5c73bbba2b08c540!}

{!LANG-fd098e6434cdcd44934e43ad05778e7a!}

{!LANG-bd309eb332f22d636805c0f50cd9140d!}

{!LANG-235cc0521117675baebacd23311051fc!}

{!LANG-bd0cb807405faa184ae1e16b5f86a549!}

{!LANG-fcbc5bccac9315ed7b0d0f4277a52173!}

{!LANG-e74f28a9a71ffbb1883ffc5ef5c91832!}

{!LANG-4fecf1e53d94a58b7a54d08e2e0f7173!}

{!LANG-b52c59a58422dafd92bab40661998773!}

{!LANG-8998134565c5bdd4cb01120520fbeaf9!}

{!LANG-b92025914f70a04e34628cc4f1d464e8!}

{!LANG-173f1135a2e11a5cbd99db54a71e6eb0!}

{!LANG-13e9d1c23385b0ec1cf8009a935d89f2!}

{!LANG-a86533972ba15d2ca0181337e7116dc9!}

{!LANG-fae0b9c9a1b66dc41361d64a4813e365!}

{!LANG-bdb786391d2ebf1b2f891bcee7b50348!}

{!LANG-70c550b7214ac6216eacd6146ed6209f!}

{!LANG-4721b7a407a774480461e5232886d4db!}

{!LANG-7c67f605e6e5ce54ab2af4d3b659ba6f!}

{!LANG-e0209330e04e381a36291ba573d55370!}

{!LANG-d1b64374f9f2d5203d102dc6ef22e8d5!}

{!LANG-8f0eb9a01939a737daf9365a5a6f5921!}

{!LANG-2e182c16a7e40451888bfc4ae5d3b83a!}

{!LANG-caa82d2813dc6d3de803975610dc3dc3!}

{!LANG-be8a41b183c753aafc327b174adbacf9!}

{!LANG-d42bbb8fdd9cc5ca0ea3a4aa5b78a006!}

{!LANG-b9c3efbc3a1ce081f25f6ad8af3b3427!}

{!LANG-86bf65affa0eac1978c519e2ce72c1b1!}

{!LANG-0e9d6bf06e7a2ce3ecb64db3d182f084!}

{!LANG-10dbb467cfc3897fb1bb06e3106dc13e!}

{!LANG-f594108a011742b2caadc1c41b9c98ca!}

{!LANG-e4f1158c17ee6d2334e73e20e36d27f4!}

{!LANG-a736e4b703d3a8439368666bf1f4dca9!}

{!LANG-3215f3040b9421368b0d6665e94a9600!}

{!LANG-e2ce33c264a7c21b48edabbac3292e29!}

{!LANG-52269d361fe5a1e71097cbf50bd749fe!}

{!LANG-c2903d2900b9b423abe24a7ef0237fb3!}

{!LANG-790db683e2c2f800a4a1ba828f0537a2!}

{!LANG-3a0e0ba2ad40f6fbe564a603936b6219!}

{!LANG-6020ff2dab3bf143dd6279a32f250416!}

{!LANG-d944de73d31b919a42fe7744620ea173!}

{!LANG-1ab745b47cc55f9caf5ff3226b1f2cb8!}

{!LANG-d624fb88e57e305e3451e97fd7f9c10e!}

{!LANG-488d232a63240060308bc48dc16fb666!}

{!LANG-d14bbee66e94c068a7bd478471cbd27a!}

{!LANG-cc8cbb88bea517dac4f3c73f72bd95c5!}

{!LANG-17a0bc667e8c58fd70bd687402cfd73b!}

{!LANG-65ebbf8bb07324ae7b10320a563cfc08!}

{!LANG-bb6256f6f449de178acbf01a66cbc7ca!}

{!LANG-d64b0dc6418ee1d6d36e1947fb79b484!}

{!LANG-08e733c6dc1a7cdf15726cbf14a69cac!}

{!LANG-43bae3a9c263ffa6b510b7bfa053fc54!}

{!LANG-8c10b0ad9f3fc1899bfb6426d6bc67d4!}

{!LANG-89f71cd70a3c4b382f50673179622353!}

{!LANG-9e664e337fa7aed9807471825e0addeb!}

{!LANG-cf78d5fb39dcda25de75210964dcb3bf!}

{!LANG-58c359a2aedc988459d462de9f6be2f9!}

{!LANG-9d51ce0ce8a4eb3aeb0d9b6ce1e8f474!}

{!LANG-f46484b30cce89641e8c8f8c4ced23dc!}

{!LANG-40c81ce53d2178f234b3a338705bdc49!}

{!LANG-c20c735eb6149b269ff1d1eb3b5ce1d2!}

{!LANG-c3d7564d68e2b126cda5b1e10aee7869!}

{!LANG-deece5d409282facfc4171a6b5f06f4a!}

{!LANG-b942064e9242f977ced26d293f65b231!}

{!LANG-bb8def152703b67a98cf3355c1efae72!}

{!LANG-073991c00b61ba686ce2e3c8ffc21abb!}

{!LANG-c2c0935111954bd216d6849225c75d86!}

{!LANG-be504a4c36999c42e8bb9ae722cb8bc2!}

{!LANG-41b080011fad4f98d9cffce5f8bc850b!}

{!LANG-f7a33be2e930e5ca0705a29b169f1d30!}

{!LANG-8698cd2d5e4750a6920226aeb1f38e66!}

{!LANG-2e836fe3f8c7c76049c48e26cda0922a!}

{!LANG-e308f2bed033018a941c43bb3b58e334!}

{!LANG-619b4712aea427e95df240f1358fda85!}

{!LANG-2992b85e68e757e7712eff9f4165c949!}

{!LANG-6657bea2a20245faf3121a5639e44c09!}

{!LANG-b4ffd657db387b91960845514e665b78!}

{!LANG-42939f5169ee327b96a64d1323fc65e4!}

{!LANG-6fa39678f76e141a8652c79689428432!}

{!LANG-8e7ddaad5979959d51b4b277cd62d856!}

{!LANG-23ba733800199414b1c4792f69f139a6!}

{!LANG-3ccf91aacc037b4bc43b8df7f498ad91!}

{!LANG-f9203b19de482c4dfd3eabb996fbbe67!}

{!LANG-7b2b2f494da455c41f0348cdfcfdfb8b!}

{!LANG-2ba10e885b2c39f596cab23bb3e1bd02!}

{!LANG-107a7ea60762c00780674fc8751074c8!}

{!LANG-c86a82e3e658db6fe34bd60094cccf42!}

{!LANG-f1dac9d03e42bc6c1319149e58f67d0c!}

{!LANG-1725e64619cbb4df904968859a54137d!}

{!LANG-06ecc27ad72eff86b61364da1e2730b6!}

{!LANG-f3144c2ebf79c73b722de9e6d4d58220!}

{!LANG-f11958d6b93c7ea85362f11c9ddf9d01!}

{!LANG-c5831b803368446e1d4a0b7303685aa4!}

{!LANG-9dce10d37ce33e012042a1f8f3d8a3a6!}

{!LANG-b81792ef483029cc35afaeac880d2def!}

{!LANG-373fc2f152fff137e6ec58464a661fbe!}

{!LANG-93d62136e0921997d99d6af720594822!}

{!LANG-7c32421dec74f720698e59fcfddd0316!}

{!LANG-f5d69aaf22909c310fa1d8c7720179fa!}

{!LANG-bdca9a1950f1db7a2dca79b9079de0b4!}

{!LANG-7cef3de7d2501ec2dcdbc1945f7926ba!}

{!LANG-4ac76958ba2389d47c8ea7dfed7ec079!}

{!LANG-bbb2de17a2390fdc08df4deb8ec74156!}

{!LANG-b1686118f5b2d9ec4872c5668f94273b!}

{!LANG-a5602ea728b8c70557b6db47bb2f039c!}

{!LANG-94db7631519874b84aa8061771e25c99!}

{!LANG-56cc83da0420112ace107e069a2aee52!}

{!LANG-debe8a436c066f878d1d7c7d51b1298a!}

{!LANG-b3b07f0e2e619d7a4b80c3589258dc07!}

{!LANG-e09a1903dc7302ad2a5b367130d9ee89!}

{!LANG-ddab0b521580611c61f45a2dee24fe3e!}

{!LANG-be1f0d181917b55cd10b2250421db7fd!}

{!LANG-c12b95d6abad2821ce7e893420fe6824!}

{!LANG-c77231c29b276f9caa45424276ae9e30!}

{!LANG-13cd0439e5786ccd4943a98415fe4a7e!}

{!LANG-5967e753b77e94135a869e499571d65b!}

{!LANG-d5b06d82b3738cb9477d7789468d6a35!}

{!LANG-a7cda65d08e2145f8a5f8b7df060463c!}

{!LANG-5a75efc861a5e55910064e4dee78123d!}

{!LANG-32a5c8675b77f7b6d87ec1ff020fc2d2!}

{!LANG-8b97d7b7c08e88440d03873ba14c764e!}

{!LANG-57c4d18d8cfdacb8d9b8517ce0e3e3c5!}

{!LANG-51637e5682f41a84f1de26d9f42e567d!}

{!LANG-87df446a30e98ee6a855c2532142f458!}

{!LANG-47951b9237851c701e9254444c91520b!}

{!LANG-2febdfe0486cdc7470009d21d5ddac27!}

{!LANG-213677aeb359607bc7a225712c9d8301!}

{!LANG-d35346026ec191360db5e48eb8a0c383!}

{!LANG-d8373aeb0405b626d8d7466681817522!}

{!LANG-da3b9a3386127852bfe858662817d035!}

{!LANG-a1791f258a16b00fc74996ae5494f160!}

{!LANG-a99247c40009126720de5e0f6a6fccab!}

{!LANG-3eca81cc2da7e9db5acdd28edfadb3cb!}

{!LANG-f2e80451886d5c831fabc7eadc10364a!}

{!LANG-f706bdf41ee36057ec9a6f68b579fb5b!}

{!LANG-cfcc238eaa48c7ab109c17f96c3e8d35!}

{!LANG-9035ebf7bfdf8af77b722bcc6543bb7e!}

{!LANG-506da8986540ea27d948d88b5911e27e!}

{!LANG-f216ed5a024e89ec84b2024b04daad9a!}

{!LANG-bf8b4da3b8bab8498073c0c114f3f5c9!}

{!LANG-0efc9f176cf2c096ae508089dd122f89!}

{!LANG-48932e859cedc37ea48740ea41e3f4d2!}

{!LANG-7c5f3c7cff4c2e6e12f85f07226df8c4!}

{!LANG-d5c0f914aa27720b06898244c4f90658!}

{!LANG-bfa6dca6dbca691b7864624359bc0d44!}

{!LANG-5a7392b6537aeb4a3d005b05d4e01173!}

{!LANG-9559eebcb74613d15b10f30890569d19!}

{!LANG-7ad3cb60e91a2cd126364516c09f00fa!}

{!LANG-01e13995d887414c11e6a33b79d21057!}

{!LANG-ec002193d53f1da0363f4ebdf1c1e778!}

{!LANG-bd922c04850664b0c80871a9dbc80a8b!}

{!LANG-843ec5dbe4337d4680f74f04a35de71d!}

{!LANG-84f7a4f742485394ca00ad07f3379397!}

{!LANG-ef84ff7a83530ecf166624f8a1ded483!}

{!LANG-4f691aff7d7f74dc74389b2119ffdd52!}

{!LANG-7c5656cefbd6192c0309237fa1766b06!}

{!LANG-bd57bdb948c172503235d9290dabc7aa!}

{!LANG-7529d1d61fe83d47133ae4ce9235f709!}

{!LANG-738c1cbd1151737c3a7bf77c994abd5c!}

{!LANG-deb37736c3be205449721e8f980aa354!}

{!LANG-0f2c88daa2143ca6b89d92cff9718ecc!}

{!LANG-8a48bfa7c2023ad6ec9d95d1643f316a!}

{!LANG-3fe95c14a4f6abf115a3ecd21216c349!}

{!LANG-f6634744f652d3a2d64184ce532ee5ad!}

{!LANG-f500b3706648f87376b5df1623585806!}

{!LANG-48a6676122b20d1160b697635a85400f!}

{!LANG-eacf9f1315ba8c73bc94ea65482879b0!}

{!LANG-7049e6fb1cfa5a3714cf9bc718e4e9e2!}

{!LANG-992a0b216b2a2078378de8e293a1fbf5!}

{!LANG-6c7dc214493a6007ed846e86a6d0944d!}

{!LANG-98fb1f4a614f793d0f6c036345fde703!}

{!LANG-f7c2b9e1bfc48abe6ca9e661dce01c64!}

{!LANG-f778cf4106e001fc06297a4e72e93721!}

{!LANG-2c32d657dba3982d22a5b4d7ada0267a!}

{!LANG-ca833c3a62d68f2087fa19eb7016bf04!}

{!LANG-ab568a9bb84981dbcafb4a15aa787bb9!}

{!LANG-6e5a8f0f6d68e868ac43a80256b734bf!}

{!LANG-9a84d5affce203cd769465e054fc9f91!}

{!LANG-9355290906b51babd84b96a611b73e4a!}

{!LANG-3703b2ac7a7b21e2d755cdaea6b97fd3!}

{!LANG-9a11a0a8e36ef2c3deb9f27006f57b74!}

{!LANG-95bc4dd4598ae8c71fa39b901f7ca1dd!}

{!LANG-c534ab9bbe2717aebf5de688bb7d3b24!}

{!LANG-ff7ecc0e41a2f503378b5ed5fca4d3be!}

{!LANG-1f6eda74320196736581b1646f44353a!}

{!LANG-a06510c7967076d0e8110c96423c004c!}

{!LANG-7962ff0402288c56d181c66468ba4a7e!}

{!LANG-97c3866fe74d17f9c87be2a99734f6ff!}

{!LANG-d79781023a954bcb1161d72384cce852!}

{!LANG-5c2b9490eb1cc6e0a5cdd3eb828c59b6!}

{!LANG-b648374d0664030f3dc8849291fbb91d!}

{!LANG-a52ddea9e032814ca72a6a9dd9091747!}

{!LANG-70788f0abd8a3822ec5493094dcd6308!}

{!LANG-62a782d60530daaa935b8349fa833c85!}

{!LANG-4b830b3267db46318180fc06e4a30467!}

{!LANG-1f8b114f58347922c9a7fbc5ae4108e9!}

{!LANG-d362f08bad5729ea99bae0f55fbf98d8!}

{!LANG-18a356516b38903fc1f9bba3dccc6cde!}

{!LANG-657f1e48b8944e864bfb0d4641d7762c!}

{!LANG-5e6f6fa57f2368ea4ded2dd9ae408d21!}

{!LANG-6c9990b6d916a2e13f5e2bee7c03c60c!}

{!LANG-1c9c9b9a5677c338de44c21fb2b791eb!}

{!LANG-21adb3663156bd26bf283427de37bc68!}

{!LANG-cb39a0ad96ab3586718b33739f0011f9!}

{!LANG-b21ea3d028f0952c954f0e5dc4e74b90!}

{!LANG-d36819b9c463f53cb6f1a3377cbd8621!}

{!LANG-e6afc7ebf36d5942d72151e750006a94!}

{!LANG-1178239cb0cf585acb29922715bc92b8!}

{!LANG-4ed00af9361fd82d804a9439bda25ec4!}

{!LANG-0e44dbaccd23cfba76bfe7ecbd0ab4b1!}

{!LANG-078ebd86df229594b4264107af21a908!}

{!LANG-b6fdd56bbff24d2e9f179af2dfa3651c!}

{!LANG-6de60a3c0d2996065724cca5a98e4f05!}

{!LANG-860221e705e7ceb76bf3629550d92ae7!}

{!LANG-7b6fd6a6ca6b5adfb6ccd83f8734359e!}

{!LANG-7ea8926a8cb0518dc923bb3f494fde18!}

{!LANG-51e2440157e9715f5fc5efab437ae0d7!}

{!LANG-d5f866ab249797ec313705a6e9472d5e!}

{!LANG-dbc57cd8cc8d796d4f3f5bda55aca4e3!}

{!LANG-d3bc94306ac2413f3cc9fbe6b3a78c9b!}

{!LANG-4536086a42b4d6e4aee78f0302ea6e18!}

{!LANG-98cd77df5deb29e4d4bca3c7a93dfdff!}

{!LANG-c0faafacde2fe13d7cbc5bfed920fcba!}

{!LANG-5773430404011c474a758d26edc52d8b!}

{!LANG-cccdeca347d41c9fd7f2d9b1ea764593!}

{!LANG-7cfcea4fc5ff1730f8bb415e5b4e7fae!}

{!LANG-386460ab3376df1e9f67bb33af6add78!}

{!LANG-8a0958e679d055ff5912d09f42aabced!}

• {!LANG-1251d6db6c95129c4f9c34922ad26f24!}
• {!LANG-16b8de09f01a6e9679f37e4949ca175d!}

{!LANG-e3b7c55e3dc4ee66b25f7452ec0093e8!}

{!LANG-71fe15cef08cf8a0eea88bb956a9bccb!}

{!LANG-8ca6843171eab945c3ddf74e82408d1d!}

{!LANG-d5b9cd3ffd0cc32a2fc0da6de8502fdd!}

{!LANG-b93e68c928f8b960766f567ecc3a5f75!}

{!LANG-1e3896fed8879d2a663fddce1fc4e8a7!}

{!LANG-1faae1b958dee4d0e97eeeca2fb88c2b!}

{!LANG-de2b8a48a24eafd91b700a0e87615323!}

{!LANG-d63de03e50860f8cbeb539e54b702837!}

{!LANG-dfa0079e7a5848137d8411a65d206b74!}

{!LANG-1e4bae08b96371ec37ad6391be8d3e70!}

{!LANG-aad528100e9e523cd6d8b1490f0d77c6!}

• {!LANG-9e8044e1ec7b8e30b9f869d479853c26!}
• {!LANG-a13fa8bfd0a4f7fc4d07587ac3d01aa9!}
• {!LANG-f1d65130464ffe4e1a84bf97cf29e9fa!}

• {!LANG-85e3b46f30818746cb3604733ded58a4!}
• {!LANG-a384b1a68dce7a3f380640a6f1b6bd01!}
• {!LANG-4a1872b92ce70d9a5d423627b2d73ef6!}
• {!LANG-e393f2c3b35e5d76f53871d6b4bd2e55!}
• {!LANG-2e22e179624ff00855310730a12678ed!}

{!LANG-0055d14f09320d1cb26e67363d92a3d7!}

{!LANG-eb6e50d9ea7156f77deea16f55a3d838!}

{!LANG-72d8471209a56a08f086ca8ee1accda0!}

{!LANG-bb6b70a2fdfc19bcdb04e12fc7471abd!}

{!LANG-f7d8eb8b9e23df9e1832ee4f26ce0d5c!}

{!LANG-7309f3e0a03ea38a59d66f3decc73f0a!}

{!LANG-e787d521c9b5cbcf8f9b340626bac6ff!}

{!LANG-3dc876b2cd4a4e1595bcccb5063d3bb4!}

{!LANG-9adeb767ea99dec648a8bbb9d75d24d0!}

{!LANG-12cce61f9cd91930065585036b7da20e!}

{!LANG-5c35b5551916f6aef1c0dfa5187d8f06!}

{!LANG-10e3dc3c76c8f586dd79578fa3b00641!}

{!LANG-426c73617e86a2e848a7033660053cbb!}

{!LANG-769a00077c627bab9a75e2a5f70823f9!}