Residence. Parents may be allowed to be with their children during their stay in intensive care. The development of acute overheating can be divided into three phases

Regulating relations with foreign citizens, state Not only defines their rights and obligations, But and ensures the implementation and protection of their legal status with the help of guarantees that combine the conditions and means necessary to carry out the process of forming the legal and actual status of a foreign citizen. Features of the administrative and legal status of foreign citizens represent a number of restrictions on their rights and obligations provided by law. They They have no right to elect and be elected to federal government bodies and government bodies of the constituent entities of the Federation, as well as participate in the referendum of the Russian Federation and referendums of its constituent entities. Foreign citizens permanently residing in the Russian Federation, in cases and in the manner provided for by federal laws, have the right to elect and be elected to local government bodies, as well as to participate in a local referendum. Foreign citizen temporarily residing in the Russian Federation not entitled at his own request, change his place of residence within the subject of the Federation, on the territory of which he is permitted temporary residence, or choose a place of residence outside the boundaries of the subject of the Federation. A foreign citizen has no right be in state or municipal service; to be hired at facilities and in organizations whose activities are related to ensuring the security of the Russian Federation, to engage in other activities and to fill other positions, the admission of foreign citizens to which is limited by federal law. At the same time, foreign citizens can be accepted into military service under a contract for the positions of soldiers, sailors, sergeants, and foremen. For violation of the law (immigration rules), only foreign citizens and stateless persons are subject to such administrative coercive measures, How deportation (preventive measure), used by the internal affairs bodies and the migration service, and administrative expulsion outside Russia (an administrative penalty) imposed only by a court (judge). These measures are carried out in a controlled voluntary or compulsory manner. The legislation provides for liability of foreign citizens for violations provided them rights and responsibilities. As subjects of law, foreign citizens usually bear responsibility(for example, administrative) on the same grounds as Russian citizens, with the exception of persons enjoying appropriate privileges and immunities.

17. Features of the legal capacity of foreign citizens and stateless persons.

Foreign citizens according to Art. 160 Fundamentals enjoy civil legal capacity in our country on an equal basis with Russian citizens, i.e. they are granted national treatment. Consequently, foreign citizens staying in our country have equal legal capacity regardless of race, color, sex, language, religion, political or other opinion, national or social origin. They, like Russian citizens, can own property, use residential premises and other property, inherit and bequeath property and have other property and personal non-property rights that are not prohibited by current civil legislation and do not contradict its general principles. According to para. 4 paragraphs 1 art. 2 of the Civil Code, the rules established by civil legislation apply to relations involving foreign citizens and stateless persons, unless otherwise provided by federal law. However, foreign citizens cannot enjoy greater legal capacity than Russian citizens. In connection with the expansion of the content of the legal capacity of citizens in recent years, the opportunity for foreign citizens to have civil rights and obligations has also expanded. For example, the law has significantly expanded the range of objects of citizens' property rights. The provisions of laws relating to the property of citizens also apply to the property of foreign citizens located in our country. Having established a national regime for foreign citizens, the Fundamentals of Civil Legislation provided, as an exception to this rule, the possibility of certain restrictions on the legal capacity of foreign citizens in comparison with the legal capacity of Russian citizens. For example, as a general rule, the crew of aircraft and ships can only include Russian citizens. Limitation of the civil legal capacity of foreign citizens, in addition to the specified cases, is possible by decree of the Government of the Russian Federation as a retaliatory measure (retorsion) for citizens of those states that have special restrictions on the civil legal capacity of Russian citizens (Article 162 of the Fundamentals). For example, if in any country our citizens are prohibited from purchasing residential buildings, then citizens of this country, according to this law, will also not have the right to own residential buildings on our territory. Civil legal capacity of stateless persons (stateless persons), i.e. . persons who live on our territory, who are not Russian citizens and who do not have evidence of their citizenship of a foreign state, have the same legal capacity as foreign citizens. According to paragraph 1 of Art. 160 Fundamentals Stateless persons enjoy civil legal capacity on an equal basis with Russian citizens. Consequently, they, like foreign citizens, are granted national treatment. Certain exemptions may be established by the laws of the Russian Federation. Foreign citizens and stateless persons located on the territory of the Russian Federation are guaranteed the rights and freedoms provided for by its laws, including in the field of property and personal non-property relations. At the same time, they are obligated to comply with the requirements of these laws.

18. Classification of executive authorities . Based on the federal structure executive authorities are divided into: federal executive authorities (the Government of the Russian Federation, federal ministries, federal services, federal agencies, etc.); executive authorities of the constituent entities of the Russian Federation (governments, administrations and their separate structural divisions in the constituent entities of the Russian Federation). By territorial scale of activity there are: federal executive authorities that operate throughout the Russian Federation; territorial bodies of federal executive authorities, which are created by federal executive authorities to exercise their powers on the scale of a federal district, a subject of the Russian Federation, a municipal entity; executive authorities of the constituent entities of the Russian Federation, which carry out their activities on the scale of the constituent entity of the Russian Federation. Depending on the scope and nature of the competence:

Bodies of general competence manage all or most sectors and areas of management;

Bodies of intersectoral (supradepartmental) competence exercise specific management powers for all or most sectors and areas of management;

Bodies of sectoral competence manage a specific branch of management;

Bodies of related competence, which, along with sectoral competence, have powers of an intersectoral nature (for example, the Ministry of Health and Social Development of the Russian Federation manages medical institutions and carries out sanitary and epidemiological supervision, which is of a supra-departmental nature);

Bodies of intra-industry competence within the industry manage certain areas of activity.

By organizational and legal forms The following executive authorities are distinguished: governments, ministries, state committees, committees, commissions, services, supervisions, agencies, administrations, mayor's offices, inspections, main directorates, directorates, departments, centers, divisions, etc.

According to the order and method of education - created executive authorities, which are formed in an executive-administrative manner on the basis of a law enforcement act (the vast majority of executive authorities), and elected ones, which are formed on the basis of direct or indirect expression of will.

In order of resolution of issues - single-managerial, in which issues under their jurisdiction are resolved individually by the head of the body (ministry, department, department), and collegial, in which most of the issues under their jurisdiction, the most important ones, are discussed and adopted collectively (Government of the Russian Federation).

By source of funding – budget financing - carry out activities on the basis of financial resources allocated from the relevant budget, and mixed financing - carry out activities on the basis of both budget funds and funds received from economic and other commercial activities.

19. The place of the President of the Russian Federation in the system of executive power . The presence in the legal status of the head of state, the President of the Russian Federation, of elements of administrative and legal status is associated, first of all, with the fact that the President of the Russian Federation occupies a very special place in the system of state bodies. He is “above” all three branches of government, possessing a number of powers that allow him to exert serious (often decisive) influence on the legislative, executive and judicial authorities. The basis for the status of the President of the Russian Federation is contained in the Constitution of the Russian Federation, which in Art. 11 determines that, along with other authorities, state power in the Russian Federation is exercised by the President of the Russian Federation. Along with this Art. 80 establishes that the President of the Russian Federation is the guarantor of the Constitution of the Russian Federation, the rights and freedoms of man and citizen. In accordance with the procedure established by the Constitution of the Russian Federation, it takes measures to protect the sovereignty of the Russian Federation, its independence and state integrity, and ensures the coordinated functioning and interaction of government bodies. What makes the President of the Russian Federation a subject of administrative law is the fact that the Basic Law of our country enshrines a number of powers of the President of the Russian Federation in the field of executive power. Thus, in accordance with the Constitution of the Russian Federation, the President of the Russian Federation exercises the following powers: together with the Government of the Russian Federation, ensures, in accordance with the Constitution of the Russian Federation, the exercise of the powers of federal government throughout the entire territory of the Russian Federation; in accordance with the Constitution of the Russian Federation and federal laws, determines the main directions of the domestic and foreign policy of the state; appoints, with the consent of the State Duma, the Chairman of the Government of the Russian Federation; has the right to chair meetings of the Government of the Russian Federation; makes a decision on the resignation of the Government of the Russian Federation; presents to the State Duma a candidate for appointment to the post of Chairman of the Central Bank of the Russian Federation; raises before the State Duma the question of dismissal of the Chairman of the Central Bank of the Russian Federation; at the proposal of the Chairman of the Government of the Russian Federation, appoints and dismisses Deputy Chairman of the Government of the Russian Federation and federal ministers; forms and heads the Security Council of the Russian Federation, the status of which is determined by federal law; approves the military doctrine of the Russian Federation; forms the Administration of the President of the Russian Federation; appoints and dismisses authorized representatives of the President of the Russian Federation; appoints and dismisses the high command of the Armed Forces of the Russian Federation; appoints and recalls, after consultations with the relevant committees or commissions of the chambers of the Federal Assembly, diplomatic representatives of the Russian Federation in foreign states and international organizations; may use conciliation procedures to resolve disagreements between state authorities of the Russian Federation and state authorities of the constituent entities of the Russian Federation, as well as between state authorities of the constituent entities of the Russian Federation; has the right to suspend the actions of executive authorities of the constituent entities of the Russian Federation in the event of a conflict between these acts of the Constitution of the Russian Federation and federal laws, international obligations of the Russian Federation or violation of human and civil rights and freedoms until this issue is resolved by the appropriate court; manages the foreign policy of the Russian Federation; negotiates and signs international treaties of the Russian Federation; signs instruments of ratification; accepts credentials and letters of recall from diplomatic representatives accredited to him; is the Supreme Commander-in-Chief of the Armed Forces of the Russian Federation; in the event of aggression against the Russian Federation or an immediate threat of aggression, introduces martial law on the territory of the Russian Federation or in its individual localities with immediate notification of this to the Federation Council and the State Duma; under the circumstances and in the manner provided for by federal constitutional law, introduces a state of emergency on the territory of the Russian Federation or in its individual localities with immediate notification of this to the Federation Council and the State Duma; resolves issues of citizenship of the Russian Federation and granting political asylum;

“Table setting in a preschool educational institution”

The psychological comfort of children during their stay in an educational institution largely depends on the organization of nutrition. The teacher teaches children to sit at the table calmly. An important point in the proper organization of meals is good serving; it plays a big role in the development of the child’s appetite. The dishes should be small in size, and most importantly attractive: with an elegant design and beautiful shape. Forks should be given to children starting from the younger group. Children 5-6 years old need to be taught to use both a fork and a knife, but they must be of the appropriate size...

Good table settings go a long way in improving children's appetite and strengthening cultural skills. The attendants take an active part in preparing tables for meals.

During lunch, it is necessary to teach children not to put a dirty plate in the middle of the table: this clutters the table and creates an unsightly appearance. They are immediately removed by the assistant teacher and the children on duty.

Good table setting plays a big role in developing a child's appetite.

The dishes should be small in size, and most importantly, attractive: with an elegant design and beautiful shape.

For young children, ordinary children's deep plates are convenient; for children 5-6 years old it is better to have a medium size (300-400 g).

It is good to have small plates of two sizes: dessert - for breakfast and afternoon tea, and small, corresponding to the size of deep plates, - for main courses.

Dessert plates for main courses are inconvenient, as it is difficult to arrange food beautifully on them.

The shape of the cups is more convenient: straight or narrowed at the top, and not vice versa; such cups are more stable.

Dessert tablespoons are convenient for children, but regular ones can be given to older children. You also need teaspoons for compote, cottage cheese and other dishes.

Forks should be given to children starting from the younger group. Children 5-6 years old need to be taught to use both a fork and a knife, but they must be of the appropriate size, the so-called children's size.

For each group, it is desirable, if possible, to have its own dishes, different in design from the dishes of the other group. Children are very pleased when, after moving to another group, they see a different design on their cup and plate. This is also convenient from an economic point of view - the dishes will not be transferred from group to group.

In the older group, a salt shaker with a small spoon is placed on the table. Cases were repeated many times when children, not wanting to eat a lightly salted dish, ate it with pleasure after they were allowed to salt it themselves to taste. Abuse of salt may also occur here. We usually brought such a “mistake” of the child to the attention of everyone, pointing out that, after adding salt, you need to try it before adding more salt.

Good table setting goes a long way in improving children's appetite and in strengthening cultural skills. The attendants take an active part in preparing tables for meals.

With uniform requirements and control on the part of teachers and an assistant teacher, children 5-6 years old quickly learn how to set the table for what food, and fulfill these duties with pleasure.

How should the table be set for this or that type of food in kindergarten?

Let's start by preparing the tables for lunch. In younger groups, we only give children a deep plate. In the middle and older groups - deep and shallow plates in cases where the second dish is laid out in the group and not brought from the kitchen. In some kindergartens, they do not place small plates under deep plates, citing the fact that while the children are eating soup, the teacher’s assistant places the second dish on these plates. There is no need to lay out the second dish prematurely so that it does not cool down: cooled food is less healthy. If the assistant teacher closely monitors the children while eating, she will always have time to serve everyone a second dish on time.

Many guys have the bad habit of catching pieces of onions, carrots, cabbage, and meat from soup. In some kindergartens, special plates are placed on tables for this purpose, thereby legitimizing the child’s incorrect behavior. We need to do a lot of work with students, weaning them from this bad habit. We always tell them that the chef sends us from the kitchen only what we can eat, everything on the plates is edible. Teach children to eat the grounds along with the liquid. If there are times when a child catches a piece of onion or fat and asks permission not to eat it, we advise you to put it on the edge of your plate.

We place the bread in the middle of the table in bread bins, cutting it into small pieces (20-25 g). There are always more pieces in the bread bin than there are children at the table. Everyone can eat as much as they want. Children 5-6 years old take part in putting bread into bread bins. The children cope well with this and love this work very much. If they do not have time to put all the bread in the bread bin, the teacher's assistant helps them. We teach children to take bread from a common bread bin with their index finger and thumb, and also to hold it while eating, and not in their fist. Always hold your hand with bread above the table, and never lower it down. In general, we teach children to keep both hands on the table while eating.

A child’s appetite largely depends on how food is served, its appearance is so attractive,

Here are examples of how important it is for food to look attractive.

Previously, the teacher's assistant would put the croutons on plates and pour them hot; By the time the children sat down at the table, the croutons became soggy and the dish looked unappetizing. We suggested serving croutons separately, and the children began to eat the soup with croutons with pleasure.

Another example: when giving the children buckwheat porridge and milk, the assistant teacher put the porridge into deep plates and poured milk on top. Some children ate reluctantly or refused to eat at all. Then we offered these children porridge and milk separately, and they willingly ate everything. Since then, we began to give the children porridge separately in a deep plate and milk next to it in a cup, and the children eat as they want.

We need to think more and be attentive to the issue of serving food to the child. Knowing the appetite of the children, we serve one less first course, and those who are dissatisfied with the portion received can ask for more after eating what was served. It is necessary, of course, to know the children, to know who; You can add it, but you can't. We add to some in order to influence the child’s psychology - “well done, he’s already asking for more”, to others - so that they don’t have any dissatisfaction that their desire was not satisfied.

We teach children to eat from the side of the spoon, not to fill the spoon, not to pull soup from the spoon, not to lick it. The last rule is especially important when eating second and third courses. We do not allow children to blow into a spoon or into a plate, explaining to them that the splashes could end up on the table or on a neighbor.

We give dishes such as meat and fish cutlets, fried or boiled fish, potato cutlets, cottage cheese, scrambled eggs, various casseroles to children uncut (this stimulates the appetite and affects the secretion of gastric juice), we teach them to separate one piece at a time with the edge of a spoon and eat it it, rather than cutting the entire portion received at once. Only children who cannot handle it themselves have to cut the portion completely. We teach children to eat cutlet, meat, fish at the same time as a side dish: a piece of cutlet, meat or fish and a lot of side dish.

If children are not taught to eat meat, fish and other dishes with a side dish, they mostly eat the side dish first, and then the cutlet or fish.

In the younger group we serve sausages and sausages cut up; five- to six-year-old children cut them themselves. We also serve cut cucumbers and tomatoes. If you don't cut them, children pick them up with their hands.

Gradually, the pupils begin to get used to eating civilly, and they themselves ask to cut this or that food for them.

We place cheesecakes, cookies, and gingerbreads in the middle of each table in common plates or bread bins. We teach children to take, without choosing, a cheesecake or a cookie that lies closest to them.

We have to teach children to drink milk, tea, coffee or other drinks with sandwiches, pie, cookies in small sips so that they finish drinking and eating at the same time. If they are not taught this, then they first drink the liquid, and then eat dry what is given to it, and, of course, eat with difficulty.

The soup sprinkled with green onions looks very appetizing. Food is more appetizing when it is sprinkled with dill and parsley.

One of the conditions necessary to create a favorable environment during meals is the correct behavior of adults and children during meals.

Adults (assistant teacher and teacher) talk to each other in a calm, quiet voice only about matters related to feeding children. There should be no conversations with each other. You should not make comments to all children at once. You should not rush children with words: “eat quickly”, “finish your food quickly”, it is better to serve food in a timely manner and thereby ensure that children do not linger at the table. Gradually, the pupils get used to eating culturally.

How to behave at the table.

● Don't sit slouched.

● Don't cross your legs.

● Don't shuffle your feet, don't talk.

● Don’t turn around, don’t push your friend.

● Eat carefully, do not spill on the tablecloth.

● Bite the bread over your plate.

● Do not bite off large pieces of bread at once. Eat quietly. Don't slurp.

● Hold the spoon correctly.

● After eating, put the spoon on your plate.

● When leaving the table, remove your chair and say thank you.

●Rinse your mouth after eating.

When holding breakfast and lunch, we allow children to calmly ask the teacher, the assistant teacher to help cut, give something extra, or, conversely, tell the nanny or the children on duty to give less; advise your friend to take the crust - a “helper”, and not touch the food with your fingers, remind your friend yourself if he is holding the spoon incorrectly, and not shout: “Vova is holding the spoon incorrectly!” We do not allow any other conversations during meals.

Ensuring the psychological safety of children during their stay in a preschool institution involves the elimination and prevention of various kinds of threats and dangers that contribute to the emergence of psycho-emotional stress in children, reducing their level of natural activity and mood. The teaching staff and its leader must learn to see possible sources of threats to the psychological safety of children, and, if possible, block stress factors or reduce the degree of their stress impact using special techniques and technologies.

Taking into account the mental state of the child is one of the most pressing problems of modern educational practice, which is designed to ensure the physical and mental health of children. Not only a professional assessment of the child’s mental state is required, but also the creation of appropriate conditions for the protection and hygiene of his nervous system.

Scientists suggest that in this case the main ones are psychological, and not constitutional and physiological characteristics of the individual. It follows that it is necessary not only to eliminate stress factors if possible, but to differentiate them as physiological and psychological. In addition, both parents and teachers need to learn how to diagnose signs of stress in children, at least at an elementary level. Reliable guidelines for this can be children’s feelings of joy and excitement, anger or fear, anxiety and sadness, guilt, confusion, shame, etc. An indicator of these feelings is the child's mood. A stable positive mood indicates the child’s successful adaptation to the social and hygienic environment of the educational institution and his positive mental state. Frequent mood swings or persistent negative mood indicate the opposite.

In addition to depressed mood, there are a number of other signs indicating that the child is in a stressful state:

1. Poor sleep. The child has difficulty falling asleep and sleeps very restlessly.

2. The child’s fatigue after a load that was previously easy for him.

3. Unreasonable touchiness, tearfulness over an insignificant reason, or, conversely, aggressiveness.

4. Absent-mindedness, forgetfulness, lack of self-confidence and strength, restless restlessness also indicate an uncomfortable psychological state. A child in this state more often seeks the approval of adults and “huddles” closer to them.

5. A state of psychological stress can manifest itself in previously unobserved antics and stubbornness, fear of contacts, and desire for loneliness. The child stops participating in the games of his peers, and at the same time he has difficulties in maintaining discipline.

6. Sometimes a child constantly chews or sucks something that has not been noticed before. Sometimes he experiences a persistent loss of appetite.

7. Signs of a child’s stressful state also include previously unheard-of trembling of hands, shaking of the head, twitching of the shoulders, playing with the genitals, night and even daytime urinary incontinence.

8. Some children under prolonged stress begin to lose weight, look exhausted, or, on the contrary, they experience symptoms of obesity.

9. Memory disorders, difficulties with imagination, poor concentration, loss of interest in everything that previously caused activity, also indicate an unfavorable psycho-emotional state.

All of the above signs can tell us that the child is under stress only if they have not previously been observed. It should also be noted that not all of these signs can be clearly expressed. But you should be concerned even when only a few of them appear.

The presence of the above symptoms indicates the appearance of psychosomatic disorders, which affect both the well-being and behavior of the child. Ignoring them can not only lead to persistent health problems, but also affect the formation of personal qualities.

On watercraft, victims of disaster have to deal with various environmental factors that have an adverse effect on their body. Thus, when swimming in low latitudes, victims often experience overheating of the body.

Thermal injuries in the tropical zone of the World Ocean are caused by high temperatures of the outside air, sea water and intense solar radiation. The air in these areas heats up to 32–40 degrees and above, water up to 30 degrees, and the annual total solar radiation is 120–180 kcal/cm2.

Overheating of the body is a pathological condition characterized by body temperature and a disorder of all functions and systems of the body. It is caused by insufficiency of physiological thermoregulation under conditions of elevated ambient temperature.

Overheating is caused by air stillness and high humidity, high carbon dioxide content, wearing clothes made of thick fabric, intense physical activity and many other factors. The individual sensitivity of a person to increased thermal effects and his level of training are also of great importance.

When overheated, the human body turns on mechanisms that enhance heat transfer. The most important of these are increased heat generation and increased pulmonary ventilation. The evaporation of 1 liter of water by the body results in the loss of 580 calories of heat. However, with every drop of sweat lost, the threat of dehydration increases, which contributes to further overheating of the body. A vicious circle arises, leading to the depletion of a person’s defenses.

The development of acute overheating can be divided into three phases:

1 – phase of compensatory thermoregulation.
2 – phase of thermoregulation debt. Disturbances in body functions occur, but they are still reversible.
3 – phase of thermoregulation decompensation. Damage to body functions may be irreversible.

In severe cases of overheating, death occurs due to paralysis of vital centers: the medulla oblongata and acute adrenal insufficiency. Acute overheating of the body is divided according to severity into mild, moderate and severe.

In the initial stages of the disease, general weakness, thirst, fatigue, stiffness of movement, drowsiness or irritability, headache, nausea and vomiting are noted. Breathing and pulse quicken, body temperature rises to 37–37.5 degrees. Fainting is possible.

Later, with a moderate form of damage, the described symptoms are accompanied by short-term loss of consciousness, impaired coordination of motor acts, and severe shortness of breath. Body temperature rises to 39–40 degrees.

Severe overheating is characterized by an increase in pathological phenomena. The victim is agitated, convulsions, loss of consciousness (heatstroke), involuntary urination and defecation or urinary retention and vomiting are noted. The pulse is sharply increased, body temperature may increase to 41 degrees. Death occurs due to symptoms of the respiratory center.

Prolonged stay in conditions of overheating causes disruption of protein and metabolism, changes in the functions of the gastrointestinal tract, cardiovascular and central nervous systems. In case of chronic overheating, neurasthenic, cardiovascular, gastrointestinal and anemic variants of the disease are distinguished.

Other dangers of hot climates.

A type of thermal injury is also thermal edema of the legs and feet. It occurs in the first 7–10 days of stay in the tropics and is a fairly common reaction of the human body to climate change. The swelling may be accompanied by the appearance of a symmetrical rash in the form of small pink dots on the skin of the legs and feet.

Under the influence of the climate of low latitudes, an asthenic reaction to heat may occur, which is manifested by headaches, fatigue, sleep disturbances, etc. When swimming in the tropical zone of the World Ocean, there is a danger of shock.

In this case, general overheating of the body is not necessary, since it (the blow) occurs as a result of overstimulation of the nerve centers due to direct exposure to sunlight on the unprotected head. The victim complains of general weakness, dizziness, and nausea. Possible vomiting and diarrhea. Sometimes convulsions, delirium and loss of consciousness occur.

First aid for heat injury, prevention of overheating of the body.

First aid for heat injury should be aimed at reducing the general (or local - in case of sunstroke) body and restoring the main dysfunctions, by accelerating the body's heat transfer. To do this, when the first signs of overheating appear, the victim must be placed in the shade, under a canopy, take off his clothes, perform wet wipes or douse him with cool water.

If possible, ice packs or wet wipes are placed on the head, as well as on the groin and axillary areas, since large blood vessels close to the surface of the body pass through here.

To prevent overheating in people while sailing in the tropical zone of the ocean on life-saving equipment, it is important to have awnings on rafts and boats and to protect against excess solar radiation. Properly organized nutrition and rational use of water are of equal importance. It should be remembered that the most high-calorie foods should be consumed in the evening, and during the day it is necessary to quench thirst and hunger with small portions of water and food.

We must not forget about the danger of sun (ultraviolet) burns, which are very painful. Open areas of the skin and face must be lubricated with protective cream, covered with a visor, etc. Remember that the sun's rays reflected from the water are irritating to the eyes, so if you have dark glasses, you should wear them.

Based on materials from the book “Encyclopedia of Survival at Sea.”
Potapov A.V.

See being, presence during stay... Dictionary of Russian synonyms and expressions similar in meaning. under. ed. N. Abramova, M.: Russian Dictionaries, 1999. stay being, presence; location, location; residence, being, ... ... Synonym dictionary

STAY, stay, pl. no, cf. (book). Condition according to Ch. abide. Place of permanent residence. Staying in power. Ushakov's explanatory dictionary. D.N. Ushakov. 1935 1940 ... Ushakov's Explanatory Dictionary

residence- (for example, personnel at nuclear power plants) [A.S. Goldberg. English-Russian energy dictionary. 2006] Topics of energy in general EN occupancyresidence ... Technical Translator's Guide

Wed. 1. condition according to ch. abide 2. A place where someone or something is located; residence. Ephraim's explanatory dictionary. T. F. Efremova. 2000... Modern explanatory dictionary of the Russian language by Efremova

Stay, stay, stay, stay, stay, stay, stay, stay, stay, stay, stay, stay (Source: “Complete accentuated paradigm according to A. A. Zaliznyak”) ... Forms of words

- @font face (font family: ChurchArial ; src: url(/fonts/ARIAL Church 02.ttf);) span (font size:17px;font weight:normal !important; font family: ChurchArial ,Arial,Serif;)   (ἐνδιαίτημα) place of residence, home, hotel) ... Dictionary of Church Slavonic language

residence- stay, I (from stay) ... Russian spelling dictionary

residence- (2 s), Ex. about stay (to stay; cf. stay) ... Spelling dictionary of the Russian language

residence- Syn: location, location... Thesaurus of Russian business vocabulary

residence- see stay 2), 3), 4); I; Wed Extend your stay somewhere. Long stay. Stay in the Caucasus. Place of permanent residence. Staying in power. Tenure in office... Dictionary of many expressions

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• , Naryshkina. Stay in Yaroslavl of the family of Count F.V. Rostopchin, in the fall of 1812, according to the description of N.F. Naryshkina, born Countess Rostopchina M 80/122 XXIV 20/13 XXIV 20/14 XXIV 20/15 U...
• Stay of the family of Count F.V. Rostopchin in Yaroslavl, autumn 1812, Naryshkin. This book will be produced in accordance with your order using Print-on-Demand technology. Stay in Yaroslavl of the family of Count F.V. Rostopchin, in the fall of 1812, according to the description of N.F....