Maintaining your pool is no easy task. However, it can be more convenient and effective if you are using a pool cover. The cover will protect the water from debris. The cover also ensures the safety of children and pets to play in the pool.
For using the swimming pool covers more effectively, the owner should consider getting some important accessories for this.
You should consider getting a swimming pool cover reel. You can use it to roll up a blanket over it, so you do not need to fold it up and store it somewhere else.
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More importantly, the reel provides easy installation of the cover over the pool. This saves a lot of effort and time. The reel allows only one person to do the installation and this provides extra comfort for all owners.
There are different types of reels for an in-ground swimming pool cover that you can choose from. The standard models are manually operated. You just have to turn the crank in a different direction to roll and unroll the cover. This, of course, requires some effort, but it is generally not a difficult task.
Or, you can choose a model with automatic retraction. This saves time and effort when you unroll the cover. It's up to you to decide whether you can afford to invest in a swimming pool pump cover and whether it will be useful to you.
There are a number of things to think about when a person thought of purchasing chemicals for their industry. If you want to purchase chemicals at the best prices then you should choose an online shop for chemicals.
You can find a number of suppliers providing chemicals for trading online. Though it is easy to purchase chemicals online there are certain things that you need to consider:
The very first thing to examine is that the provider is educated in this area. You have to be able to contact the website for queries and help.
Check they can offer a product evaluation. A chemical provider should be able to supply a product evaluation for each of its catalog of chemicals.
Do your own research. This one is appropriate for any online order. Check if there are any negative reviews on the internet about the provider. Be certain they're trustworthy so that you do not place yourself at risk.
Assess your state’s laws about the chemicals you're buying. Even though it could possibly be legal in certain countries you might require a permit to obtain these substances in your nation.
Speak to the provider before you obtain any compounds. This is a major one. Ensure that you're not dealing with a badly run business. This may also indicate a business that doesn't govern its substances tightly enough. You also wish to test if the telephone number works and if you have any issues you may find a person.
The relevance of the study of the topic of employment of people with disabilities has many arguments among which: a large number of citizens with physical disabilities who require self-realization in life and want to work and provide for themselves, as well as the lack of an effective program for employing people with disabilities, as one of the important areas state social policy of Ukraine.
For many years, the development of strategies and plans has been going on all over the world that would help improve the situation of the realization of the labor rights of people with disabilities, but effective programs that could satisfy the need for self-realization of at least 40% of people with disabilities are still missing.
So, the topic of employment of people with disabilities does not lose relevance and is currently and requires study.
People with disabilities account for more than 650 million people worldwide, which makes up 10% of the total population. In Ukraine, the number of people with disabilities is almost 3 million. Although now with the advent of new technologies, many people with limited physical abilities work successfully and are fully integrated into society, people with disabilities are disproportionately affected by poverty and high unemployment.
Information data prove that people with disabilities, and especially women, are less likely to have access to education, training, and employment of any kind. Many employers are mistaken that the work of such an employee will be incomplete, and therefore does not make it possible to get the greatest profit. So it is not surprising that, according to experts, 20 percent of the world’s poor are disabled.
People with disabilities cannot find a decent place to apply labor if they do not have access to education and training that allow them to acquire skills for employment. Other reasons why a disabled person is faced with this problem are:
– Fears, stereotypes and discrimination on disability at all levels of society, including among employers.
– Lack of current legislation, political support to ensure their rights to full participation in society.
– Lack of constant updating and publicization of information about people with disabilities, which makes them “invisible” and forgotten.
– Lack of infrastructure for access to assistive devices, technologies that would ensure free movement everywhere.
– Psychological problems that may arise as a result of many years of social isolation.
At the national level, most countries have some acts and laws that guarantee the observance of rights and the expansion of employment opportunities for persons with disabilities. Often, measures to promote employment take the form of a quota system, tax cuts, or imposition (ineffective and with the right strategy, generally superfluous). But this is not enough to integrate a group of people with disabilities into society.
But these are all classic solutions to the global problems of society around the world, which, unfortunately, most often remain on paper. Therefore, domestic scientists offer their vision of solving this urgent problem.
1. The development of distance education. The world community is at the crossroads of the transition from industrial to the information society, and therefore distance education will be developed in the next decade.
2. The development of the freelance system. At this point, I would like to include the offer of state discounts on computer equipment for people with disabilities, because the Internet network is the only opportunity for most people with disabilities to earn money and realize themselves in acceptable, individual conditions. Therefore, the creation of a state freelance system will help people find themselves in many areas that do not require an office presence, such as: designer, architect, programmer, composer, animator and many other professions.
How to teach foreign students art culture? This is a question of the systematic introduction of the world of language, its artistic culture in the process of foreign language education, as a component of spiritual culture.
Our methodological searches are aimed at regular work with the artistic culture of the country, the language of which is studied in contact with the culture of trained students. The formation of intercultural competence passes through intercultural learning, the contents of which are precedent texts (cultural model), presenting the facts of culture. A precedent literary text can be a picture, a film, a photograph, a musical work. When working with this educational material, students have an emotional appropriation of spiritual values.
Studying culture based on literary texts offers in-depth work with the language of a work of art. It is in literary works that the connection between language and culture is realized. “Language and its works are the most lively and flexible, the most subtle and majestic embodiment of nationality, mysteriously associated with its mysterious essence” [P. B. Struve]
In this case, the teacher must correctly assess the linguistic competence of students, their linguistic training and the ability to understand a literary work. In some cases, pre-text language exercises are needed that contribute to a better understanding of the text.
A preliminary conversation of the teacher, explaining the features of the era, social group, mores, and customs that are incomprehensible to students, which is reflected in the work, is necessary. The final conversation, discussion of the work allows us to understand whether the students understood the conceptual meaning of the work correctly.
To identify the national-specific in the literary text, the theory of lacunae seems quite effective [Yu.A. Sorokin, I.Yu. Morkovkina]. Everything that the student noticed, but does not understand in a foreign cultural context, everything that seems strange to him and needs interpretation, is nationally specific. The responsibility for understanding the intercultural text rests entirely with the teacher. [
A survey conducted among foreign students of the fourth year of research at the Nizhny Novgorod State Technical University in May 2008 showed that more than 80% of students expressed insecurity in the knowledge of the socio-cultural behavior of Russians and a desire to get acquainted with them.
Presentation of the beginning of the conversation, behavior at a party, communication by phone have significant differences within the verbal and non-verbal communication. There is no course that would teach foreign students norms and patterns of behavior in the Russian environment.
Experience with foreign students shows that in a non-philological university it is necessary to conduct a course of linguoculturology, which would reflect the phenomena of Russian culture and include topics such as “Russian etiquette”, “Russian folk culture in the context of a common national culture”, “Musical culture of Russia”, “Russian painting” and others.
Russian culture can be considered as a world-wide culture not only thanks to the universally recognized masterpieces of art and literature but also due to the fact that Russian culture in the widest sense of the word is actively spreading throughout the world.
Everywhere outside Russia, where there are Russians and any signs of Russian culture, from culinary recipes to Orthodox churches, where Russian is studied, Orthodoxy is practiced – a certain Russian linguistic and cultural environment is formed with its own specific, both mental and other features.
Depending on the scale of this environment, the importance of functioning in the public life of a given country, it can be considered as a Russian-speaking world, the inhabitants of which should include both ethnic Russians and those indigenous people who, to one degree or another, have connected their lives with Russia, its language and culture.
Hokkaido Island is considered a unique place where a small, but specifically meaningful Russian linguistic and cultural environment has developed, which is determined, firstly, by people (a small but growing Russian diaspora; Japanese and Korean immigrants from Sakhalin and the South Kuril Islands; businessmen, government officials, translators, scholars, teachers, pupils and students – all those
who are somehow connected with Russia and the Russian language), and secondly, the state-administrative activity of the Hokkaido government, which is not active, but rather with maintains a stable relationship with Russia; thirdly, the geographical position of the island; and, finally, a special attitude to the Russian language.
In Japan, it is believed that Hokkaido, the second largest island and the only governorate in the country (other administrative-territorial units are called prefectures), is a unique world that differs from the usual Japanese in many factors:
low population density, space free from traces of civilization, preserved virgin nature, climate (long snowy winter like in Russia), Hokkaido dialect, less commitment to tradition in everyday communication, as well as the fact that Hokkaido is ubiquitous the breath of Russia is clearly felt, and to a greater extent than the rest of Japan the Russian language is spoken.
In addition, as we have already noted, Hokkaido has established stable administrative, economic and cultural ties with Russia, primarily with the Far Eastern and Siberian regions. Teaching Russian on this island also has its own specifics. Due to the proximity of Russia, there is higher motivation for learning the Russian language, more chances of contacting with Russians, getting work with Russian languages.
And the organization of teaching RCTs is, to some extent, more specifically practical. Quite often, students who choose Russian as their future specialty come to study in Hokkaido from different parts of Japan, explaining that this region is in many respects close to Russia, that there is the same cold winter and nature is more similar to Russian.
In addition, several friendship societies with Russia and the CIS countries are actively operating in Hokkaido. Much work on the dissemination of Russian culture is carried out by the Consulate General of the Russian Federation. Teachers from Russia often teach Russian at educational institutions.
Largely due to these factors, the Ministry of Education of Japan declared Hokkaido a zone of the prevailing study of Russian as a second foreign language.
It should be noted that in the historical aspect, the appeal to the study of the Russian language in Hokkaido as well as in the central regions of Japan was largely due to spiritual pursuits, rather than pragmatic focus.
At the turn of the 19th and 20th centuries, two factors became decisive for its distribution: Russian literature and Orthodoxy. Thanks to my acquaintance with the works of Russian classical literature, which appeared in Japanese at the end of the 19th century and largely predetermined the formation of 20th-century Japanese literature, on the one hand, and the missionary work of Archbishop Father Nikolai, which led to Orthodoxy, tens of thousands of Japanese, on the other on the other hand, a strong interest in Russia and the Russian language aroused in Japan.
Organized teaching of the Russian language in Japan begins in the mid-19th century, and in many ways it turns out to be connected with Hokkaido. In 1858, the first Russian consulate in Japan, the Russian Orthodox mission, and the Russian language school appeared in Hakodate.
The first textbook of the Russian language for the Japanese was a primer called “Russia but Iroha. Russian official a gift to Japanese children ”, written by mission priest I. Makhov. Both children and adults were engaged in this book. It is noteworthy that in November 2008, the Russkiy Mir Foundation opened its representative office in the old building of the former Russian Consulate in Hakodate.
In general, the period from 1858 (the establishment of diplomatic relations with Japan) to 1905 (the Russo-Japanese War) was the most favorable for the Japanese Russian-speaking world in environmental terms.
In the following decades, anti-Russian and anti-Soviet sentiments began to exert a serious influence on Japanese society and the insignificant Russian-speaking environment in Hokkaido was in difficult conditions.
According to the memoirs of the oldest Hokkaido Russian scholar, Professor Kainum, in the postwar years (meaning World War II), those who studied the Russian language and had some relation to Russia were highly suspicious (from the author’s oral conversations with Professor Kainum).
But in the 50s – 60s, the situation begins to change. Three waves of Japanese wide interest in the Russian language were associated with the launch of the artificial Earth satellite in the USSR (1957), Gagarin’s flight into space (1961) and Perestroika (80-90 years of the 20th century).
At the turn of the 20th and 21st centuries, despite the persistence of serious political differences between Russia and Japan, the Russian-speaking world in Hokkaido began to take shape as a serious and significant social factor.
At this time, the number of Russian people arriving in Hokkaido was rapidly growing; several friendship societies functioned successfully, including a society created by Hokkaido multimillionaire and
Russophile Mr. Sibano; the number of students and schoolchildren studying the Russian language was constantly growing; The branch of the State Children’s University in Hakodate was opened; a company has successfully developed to organize a visa-free exchange between Hokkaido and residents of the Sakhalin Region, etc.
As for the teaching of the Russian language in Hokkaido, at present (the 2007 data obtained from the polls) the following picture is emerging. Russian is taught in Hokkaido at 8 state and two private schools (Coco), at 13 universities, including a branch of the Far Eastern State University (Far Eastern State University), as well as at various courses and in numerous circles.
The total number of students studying Russian in Hokkaido for the 2007/08 school year was approximately 1,400. In general, the Russian language in Hokkaido, thanks to immigrants from Sakhalin and the Kuril Islands and the port city associated with Russia, is more widely distributed than in other parts of Japan.
In schools located in different areas of Hokkaido: in Sapporo (5 schools), in Nemuro (2), in Ishikari (1), in Chitos (1), in Akechi (1), 194 people studied Russian during this period. (In 2006/07 there were 225 of them). In connection with the decree of the Ministry of Education of Japan on the prevailing study of the Russian language in Hokkaido, it is expected that the number of schools teaching RCTs will increase.
In addition, by the decision of the Department of Education under the Hokkaido Governorate, Russian and Japanese teachers-Russian specialists created the Teremok training complex. Thus, for the first time in the history of Japan, a textbook of the Russian language by state order was developed and thereby actually raised the question of systematizing the process of teaching the Russian language at school.
In all universities of Hokkaido, except for the private university of Sapporo, where there are Russian branches (138 people), and Hokkaido University, which has a literary department (70 people), Russian is not studied as the main subject, but as one of the chosen foreign languages. In total, about 1000 people studied at Hokkaido universities, including the FENU branch in Hakodate (83 people), (983 students according to a 2007 survey).
A certain positive role in the teaching of the Russian language in Hokkaido was played by an appeal on the initiative of Russian teachers to the testing system of RCTs according to Russian state standards.
I must say that for the first time TRKI in Japan was held in Hokkaido at the FENU branch in Hakodate in 1999, and Sapporo University was the first Japanese organization to carry out TRKI. Currently, it is the only Japanese university in which testing is conducted annually according to Russian state standards.
A fairly significant army of Russian language lovers of different ages is studying Russian at courses of friendship societies: Eurasia, Japan and Russia Friendship Society, in the Cultural Centers of the Asahi newspaper and the Hokkaido Shimbun newspaper, as well as in circles: Ryabinka and “Noglika” (Tomakomai), “We love the Russian language” (Nemuro), “Hope” (Wakkanai) and others. In total – 353 people. In addition, the Russian language is studied at the Ruslan Russian School at the Hokkaido Society of Translators (28 people).
As we have already noted, at the turn of the century, a generally favorable situation with the teaching of RCTs developed in Hokkaido. However, in recent years, teaching the Russian language in Hokkaido, as well as in Japan as a whole, has been in a rather difficult situation for a number of reasons.
This is a general crisis and a crisis of educational institutions in Japan, caused by a negative demographic situation; and educational reform, as a result of which the choice of a second and third foreign language has become much more difficult for students. A certain negative role was also played by the decisions of the Russian side to strengthen control in the seafood trade, as well as to impose duties on the import of foreign cars, which led to a large loss of jobs in the port cities of Hokkaido related to Russian business and, accordingly, the Russian language.
Thus, an unfavorable environmental situation begins to emerge for the teaching and distribution of the Russian language in Hokkaido.
At the same time, as it seems to us, it is possible to take a number of measures to overcome it. And the main point here may be well-thought-out and organized coordination of the actions of both teachers of RCTs and representatives of Russian state organizations in Hokkaido, the Consulate General, the Representative Office of the Sakhalin Administration, the Representative Office of the Russkiy Mir Foundation, aimed at actively promoting the Russian language and fully supporting its teaching .
It is also advisable to intensify the use of new learning technologies; to help the Japanese side in educational and methodological support at the modern level; start to widely use computer networks to promote the Russian language and Russian culture in Japan and to educate the Japanese; to develop large-scale information and reference databases and websites on current
Russian topics with a focus on the Japanese contingent; to improve and reduce the cost of testing RCTs according to Russian state standards, as well as simplify the procedure for processing documentation on the organization of the TRCI as much as possible. In general, we should try to do about the same thing that the leading Western countries are successfully doing to support their ethno-cultural environment abroad.