Only in a more detailed form and indicating the location of the information. But students hate doing this particular part of the work because it requires additional knowledge and perseverance to correctly prepare the table of contents for the project.

Who would need to give such a task, how to correctly compose the content thesis? After all, for this there is an introduction, from which you can understand what will be discussed in the diploma.

Each previous point of content is inextricably linked with the next one and gives a clear answer to the question posed, that is, it reveals the essence of the topic.

How to write the content of a diploma: rules

• reflection of all issues raised in the work;
• interconnected disclosure of research results;
• clarity and consistency of data presentation;
• mandatory writing in the form narrative sentences, not exclamations or interrogatives.

• sections,
• subsections,
• points,
• subparagraphs,
• paragraphs, as well as pages corresponding to them.

Heading

The heading “Contents” should begin with a capital letter and be positioned symmetrically to the main text.

Introduction, conclusion, bibliography

The content of the thesis must include an introduction, conclusion, bibliography and all appendices to the thesis.

In the example of the design of the content of the diploma, it is clearly visible how subsequent information is provided after title page.

How to write a table of contents for a thesis?

Formatting the text (main content) of the diploma

Now we can move on to the question diploma text design(main content). The procedure for preparing the main text of the diploma according to GOST will be as follows:

1. In the page parameters, enter the settings: right margin indent by 3 cm, left margin indent by 1.5 cm, top and bottom indent by 2 cm.
2. The font settings for the body text use size 14 Times New Roman, headings are in bold size 16 Arial in capital letters, paragraph headings are in bold size 16 Times New Roman, paragraph headings are in bold size 14 Times New Roman.
3. The alignment of the main text (according to diploma design standards) should be done in width. Headings should be edge-aligned. The first line of the main text should be indented 1.25 cm, and the first line of headings should be indented 0 cm.
4. Line spacing of the main text is 1.5.

How to Make a Table of Contents (Table of Contents) in Microsoft Word

You will be surprised, but in Word you can do this much faster and more pleasantly than by hand. There are functions for automatically creating headings and subheadings, sections and subsections.

So let's get started:

1. Throughout the work, we highlight headings using special Word styles. If you don’t have fields with styles on the toolbar, you can find them using the following path: go to the document menu - Home tab - look for the Styles group in the ribbon.
2. We manually select the desired style for the title/subtitle. For example, for headings we select the style Heading 2, for subheadings – Heading 3. Heading 1, as a rule, is used for the title of the entire work.
3. Place the cursor in the place where we plan to create a table of contents. Go to the Links menu item, look for the Table of Contents button and click.
4. A drop-down list will appear in which we select the desired one, for example, Auto-assembled table of contents 1.
5. The selected template is inserted into the specified location. It will already contain information on the existing sections and subsections that we initially selected.

Conclusion

Summing up my course work, I would like to note the importance of the topic at hand. Oddly enough, but with the development of science, such a method as a focus group belongs to the category of those methods that are little covered in the literature and studied. All knowledge is superficial and not accurate enough.

Practice and conducting a focus group will help fill this gap. After all, it allows one to obtain rich empirical data. This is facilitated by the opportunity given to respondents to use their own language when discussing a problematic situation; a group discussion setting that makes participants feel safe and secure, making their responses more frank. An important advantage of a focus group is the modeling of a situation of social interaction, during which participants reconstruct their attitude to the problem posed. Equal treatment allows you to see the problem through the eyes of the respondent and give it a more complete interpretation.

Thus, the focus group method has a large cognitive range, since with its help it is possible not only to confirm existing hypotheses, but also to obtain new information. And we can say with confidence that the focus group method is the method of the future.

Bibliography

• 1. Abrukov, V.S. Quantitative and qualitative methods: connecting and conquering! Sociological Research., 2010. No. 1. pp. 142-145.
• 1. Averyanov L.L. The art of asking questions: Notes from a sociologist. M.: Moskovsky Rabochiy, 2000. 322 p.
• 2. Aleshina I. Yu. Public relations for managers and marketers. M: Gnome-Press, 2004. 320 pp.
• 3. Andreeva G.M. Sociology: Textbook. M.: Aspect Press, 2007. 363 p.
• 4. Belanovsky S.A. Focus group method. M.: Master, 2000. 272 ​​p.
• 5. Bogomolova N.N., Melnikova O.T., Folomeeva T.V. Focus groups as a qualitative method in applied social psychological research. M.: Academy, 2001. 350 p.
• 6. Bogomolova N.N., Folomeeva T.V. Focus groups as a method of socio-psychological research. M.: Finpress, 2005. 283 p.
• 7. Butenko I.A. Organization of applied sociological research. M.: Trivola, 2001. 250 p.
• 8. Gottlieb A.S. Introduction to sociological research: Qualitative and quantitative approaches. M.: Flinta, 2005.367 p.
• 9. Gorshkov M.K., Sheregi F.E. Applied sociology: methodology and methods. M.: Institute of Sociology RAS, 2011. 372 p.
• 10. Devyatko, I.A. Methods of sociological research. M.:KDU, 2006. 296 p.
• 11. Dmitrieva E. Focus groups in marketing and sociology. M.: Center, 2000. 144 p.
• 12. Dobrenkov, V.I. Methods of sociological research: Textbook. M.: INFRA-M., 2008. 768 p.
• 13. Kovalev E.M., Steinberg I.E. Qualitative methods in field sociological research. M.: Logos, 2009. 326 p.
• 14. Kotler F. Fundamentals of Marketing. St. Petersburg: Koruna, 2007. 656 p.
• 15. Melnikova O.T. Qualitative methods in solving practical socio-psychological problems. M., 2008. 343 p.
• 16. Melnikova O.T. Focus groups in marketing research: Methodology and techniques for qualitative research in social psychology. M.: Academy, 2003. 272 ​​p.
• 17. Merton R.L., Fiske M., Kendall R. Focused interview. M., 2006. 106 p.
• 18. Prosvetov, G.I. Marketing research. Problems and solutions. M.: Alfa-Press, 2008. 240 p.
• 19. Sudman S., Bradburn N. How to ask questions correctly. M.: Institute of the Public Opinion Foundation, 2002. 236 pp.
• 20. Semenova V.V. Qualitative methods: An introduction to humanistic sociology. M.: INFRA-M, 2001. 290 p.
• 21. Sikevich Z.V. Sociological research: a practical guide. St. Petersburg: Peter, 2005, 376 p.
• 22. Susokolov A.A. Technology of sociological research. Tutorial. M., 2007. 180 p.
• 23. Theories and methods of sociological research: Collection. M.: MSU, 2004. 256 p.
• 24. Tolstova Yu.L. Methods of sociological research. M.: Institute of Sociology, 2009. 235 p.
• 25. Churchill G.A. Marketing research. St. Petersburg: Peter, 2003.734p.
• 26. Shalenko V.N. Sociological research program: Educational and methodological manual. M.:MG U, 2004. 300 p.
• 27. Shchepansky J. Elementary concepts of sociology. M.: Media, 2012. 121 p.
• 28. Yadov V. A. Sociological research. Methodology, program, methods. Samara., 2006.328 p.
• 29. Yadov V.A. Strategy and methods qualitative analysis data M.: INFRA-M, 2009. 113 p.
• 30. Yadov V.A. Strategy of sociological research. Description, explanation, understanding of social reality. M.: Omega-L, 2007.567 p.
• 31. http://www.comcon-2.kz/consultation/konsl_000010.php
• 32. http://www.market-journal.com/marketingovyeissledovanija/45.html
• 33. www. lib.socio.msu.ru.

1. School exam essay- This creative work student, in which, based on a brief written summary and evaluation of various sources held independent research a specific topic or problem.

2. The abstract is distinguished by the following signs :

a) the abstract does not copy verbatim the contents of the primary source, but is a new secondary text created as a result of systematization and generalization of the material of the primary source, its analytical and synthetic processing (“analytical and synthetic processing of the primary document with the aim of creating a secondary one”) (GOST R ISO 10011- 2-93)

b) being a secondary text, the abstract is created with all the requirements for a coherent statement, that is, it must have the following features: integrity, coherence, structural orderliness and completeness.

c) the abstract must include an independent mini-research carried out on the material of either artistic texts, or sources on the theory and history of literature.

3. The school examination essay must have the following structure :

· title page,

· work plan (table of contents),

· introduction,

· main part,

· conclusion,

· bibliography,

· application (if necessary).

In the introduction, as a rule, is given a brief description of topic being studied, its relevance is substantiated, the purpose and objectives of the work are revealed, short review literature and the most important sources on the basis of which the abstract was prepared.

In the main part The material is briefly but completely presented in sections, each of which reveals its own problem or different aspects of one problem. Each semantic block (chapter, paragraph) must be titled.

Conclusion should be clear, concise, and derived from the content of the main part. It should contain conclusions based on the results of the work, as well as information about agreement or disagreement with the authors of the cited works, and indicate who may be interested in the books and texts reviewed in the abstract. The conclusion should not exceed the volume of the introduction.

4. Abstract volume is not strictly regulated, but it should not exceed 20 typewritten pages.

5. Registration requirements

The abstract must be written on standard paper (sheet 4A, with margins of 2.5 - 3 cm on the left, 2 cm on the top and bottom, up to 1.5 cm on the right) and placed in a folder.

Page numbering should be continuous, including a list of references and applications. Pages are numbered with Arabic numerals in the lower right corner or in the top middle of the sheet. The first page is the title page; there is no page number on it.

The layout of the title page (Appendix 1) and table of contents (Appendix 2) of the school examination essay on literature is attached.

The bibliography completes the work. It records the sources with which the author of the abstract worked. The list is compiled in alphabetical order by author's last name or book title. If there are several works by the same author, their titles are arranged by year of publication. Bibliographic data is prepared in accordance with GOST.

Annex 1

Name of the highest municipal educational authority of the territory (city, district)

Name educational institution

Job title

(abstract on literature/Russian language)

Performed):

student(s) of 9th "_" grade

Name of the place where the work was performed – 2011

Appendix 2

Introduction.………………………………………………………………………………..3

Main part………………………………………………………5

(section title).……………………………………………………………

(section title) ……………………………………………………………

Conclusion.……………………………………………………………………

Bibliography..…………………………………………………………..

Applications……………………………………………………………………………….

Introduction

Bibliography is one of the most important components of science and social communication. The effectiveness of cognitive and communication processes largely depends on the level of her condition. This forces society to constantly increase the volume of bibliographic resources, improve their quality, make these resources available to an increasing number of users, and strive to maximize the use of all the potential capabilities of bibliography.

"Bibliography" is a word of ancient Greek origin. Literally it means "book writing." Around the 5th century BC. In Greece, “bibliographers” began to be called people who copied books.

Bibliographic activities are carried out in libraries of all types, regardless of their departmental affiliation, readership, volume of collections and work profile.

We can say that bibliographic activity is a “cross-cutting function” of the library, since even if there is a bibliographic division, it is carried out in all main areas of its work. The strengthening of this “cross-cutting function” in recent years is associated with the introduction of computer technology into bibliographic departments. This opened up remote access to both domestic and global information resources. It is bibliographic processes that bring together library and scientific information activities to meet the dynamically developing information needs of both scientists and specialists, and other groups of the population.

Requirements for bibliographic activities in all types of libraries, especially in large scientific ones, are constantly growing, primarily due to quantitative and qualitative changes occurring in the system of documentary communications.

The need to fully intensify, improve the quality and efficiency of the library’s bibliographic work requires improving its organization. The efficiency and quality of the library’s work as a whole and its contribution to the processes of informatization of society largely depend on the correct organization of bibliographic activities.

SECTION 1. SUBJECT OF THE BIBLIOGRAPHY.

How to “manage” book wealth? - this question has worried people for a long time. Collections and anthologies of the best works and collected works were compiled. IN Ancient Rus', for example, people in the book business have been around since the 11th century. They began to compile and rewrite anthologies, called with a beautiful, capacious word - “selected books”.

Already in ancient world the libraries were so extensive that the ministers could not remember all the papyrus scrolls or clay tablets stored there - their number reached many thousands. Inventories of libraries came to the rescue, which, gradually improving and developing, turned into modern card catalogues. Over time, lists, indexes, reviews of books and articles, varied in purpose, subject matter, volume, and form, were added to library catalogs. All of them were usually called bibliographies, and in modern terminology these are bibliographic aids.

With the collapse of the ancient world, the book culture it created also perished, and the word “bibliography” disappeared. He was remembered shortly after the invention of printing, which coincided with the advent of the Renaissance. Typographers were sometimes called bibliographers. It was only in the first half of the 17th century that French scientists Gabriel Naudet and Louis Jacob first used the word “bibliography” in the sense of “list of references.” Then it acquired a broader meaning: “book description.” Later, in the course of long-term historical practice, the use of the term “bibliography” acquired features of pronounced polysemy. We can distinguish five of its most significant and stable meanings:

1) “bibliography” as a separate bibliographic work, Bibliographic Index of Literature;

2) “bibliography” as a set of bibliographic works identified by any criterion or bibliography of periodicals;

3) “bibliography” as a science, the subject and tasks of which are different time and were formulated differently by different authors;

4) “bibliography” as an area of ​​practical (or scientific-practical) activity in the preparation of various sources of bibliographic information and bibliographic services to information consumers;

5) “bibliography” as the broadest collective concept, the scope of which includes all of the above and any other bibliographic phenomena.

The last two definitions prevail in modern bibliographic science and practice.

In the course of the historical complication of bibliographic activity, its tasks and functions, organizational forms and methods become more and more diverse, and within the bibliographic activity itself, the process of division of labor inevitably begins. Two main processes of bibliographic activity are distinguished: bibliography and bibliographic services.

As a result, the terms “bibliography” and “bibliographic activity” turned out to be synonymous. It is because of this identity of the concepts “bibliography” and “bibliographic activity” that the second term was excluded from GOST 7.0 - 77.

Meanwhile, the active meaning is much better conveyed by the term “bibliographic activity.”

The current GOST 7.0 - 84 covers the basic terminology of practical bibliographic activities. Bibliographic activity itself is defined in it as “the area of ​​information activity to meet the needs for bibliographic information.”

In recent years, there has been a desire to find a logically justified place for the term “bibliography” in the system of bibliographic terminology. In this meaning, “bibliography” can be defined as a system of various types of activities (practical, research, educational, managerial) that ensure the functioning of bibliographic information in society.

Thus, the term “bibliography,” heading and uniting the system of bibliographic terminology, does not coincide in meaning with any of the elements of this system. In particular, the identity of the concepts “bibliography” and “bibliographic activity” is eliminated.

SECTION 2. BIBLIOGRAPHY FUNCTIONS

1.1 BASIC FUNCTIONS

BIBLIOGRAPHICAL ACTIVITIES

The concept of “bibliographic activity” is one of the most general concepts of library science. In the 70-80s, it received theoretical justification in the light of the activity approach to bibliography and acquired a categorical meaning, although it had been used in the literature and among practitioners before. There was a need to correlate it with the basic concept of “bibliography”. The clarification of concepts should be considered as a natural and continuous process, conditioned both by the development of bibliographic practice and the development of science, which is enriched with new possibilities for explaining new bibliographic phenomena.

Many authors consider the concepts of “bibliography” and “bibliographic activity” as synonyms. In many cases, this is possible and rational, however, these concepts are not always interchangeable, which indicates certain semantic differences and their non-identity.

All the diversity of ideas about bibliographic activity is combined into two approaches, which can be designated as restrictive and expansive. The first is associated with understanding it as a bibliographic practice and it has been dominant for a long time. The second approach corresponds to a holistic view of bibliographic activity, which includes all the diversity of bibliographic phenomena. The traditional interpretation of bibliographic activity has taken its most complete forms within the framework of a dichotomy: bibliography (as a field of scientific and practical activity) and bibliographic science (as the science of this activity). Thus, since bibliographic activity is equated to practice, and bibliography is also understood as “scientific and practical activity,” then, therefore, bibliographic activity is equated to bibliography.

With an expansive approach, bibliographic activity includes the entire range of bibliographic phenomena, as well as bibliography in the broad sense. The terms act as synonyms and one of them becomes redundant in terms of scientific terminological rigor.

Bibliographic activity is defined as an area of ​​activity to satisfy the need for bibliographic information, that is, only the practical sphere is included in it, research, educational and pedagogical components remain outside. Meanwhile, the very concept of activity generalizes the unity of science and practice, knowledge and transformation. Considering bibliographic activity to be only practical, the content of this category is limited.

We can come to the conclusion that the concepts of “bibliography” and “bibliographic activity” are the most general in scope and content.

This is one of the most difficult and defining problems in modern bibliographic science. There is still controversy surrounding it, since the qualification of the social essence of bibliographic activity depends on its scientifically based solution.

Bibliography expresses the totality of all bibliographic phenomena as a whole; it performs the function of a generalized characteristic, allowing everything bibliographic to be recorded as a unity. This concept contains the qualitative specificity of this special phenomenon in comparison with others, as well as its internal invariance and repeatability.

Since bibliographic activity, like any other activity, includes two spheres: practice and knowledge, it would be wrong to identify it with only one part - the practical one. Consequently, there is a need for a special concept that more accurately reflects the latter, the concept of “bibliographic practical activity”.

The presence of a subjective moment is expressed in the activities of both the bibliographer-creator and distributor of bibliographic information, and its consumer. In this case, the bibliographer not only influences the subject, but also interacts about the subject with the second subject - the consumer. In the field of cognition, the subject acts as a researcher - bibliographer, teacher and student. The subjectivity of bibliographic activity also lies in the presence of the author of the document, which is reflected in the creation of personally oriented elements in all types of bibliographic resources (in bibliographic manuals, card and electronic catalogues, reference publications).

Based on a holistic understanding of bibliographic activity as an organic unity of its sensory-practical and cognitive forms, it should be noted their interconnection, which is revealed when they are correlated with each other. Practical activity is of a conscious nature; it is characterized by ideal components (in the form of knowledge, emotions, feelings, attention, will, goals) aimed at performing a practical action. In addition, along with the transformative one, it also performs a cognitive function, being the basis, the basis for knowledge, the “criterion” of truth. Cognitive activity is also not of an absolute nature: practice is included in it both as an object of research and in the form of research tools.

In bibliographic cognitive activity, two subsystems should be distinguished: scientific-cognitive, within which new knowledge is developed, and educational-cognitive, within which ready-made knowledge is reproduced. Both subsystems are closely related to bibliographic practice: the first is subordinated to the goal of improving bibliographic practice through the search for new forms and methods; the second is related to the professional training of the subject - one of the most important elements of the bibliographic process, without which activities cannot be carried out.

Educational and cognitive bibliographic activity organically includes elements of scientific activity (production of new knowledge) and elements of practical activity (participation in bibliographic processes). Practical activities are influenced by both scientific-cognitive and educational-cognitive spheres. At the same time, practical activities are also included in educational and cognitive activities through direct experience (practical training) and indirect (published in print, included in educational and methodological materials).

Thus, bibliographic practical activity is connected with cognitive activity in all its varieties. At the same time, practical and cognitive activities are not side by side; the second is generated by practice and exists on its basis, while simultaneously stimulating its development.

1.2 PRINCIPLES OF OPERATION

BIBILIOGRAPHIC ACTIVITY

Bibliographic activities are expedient in nature and are implemented in accordance with certain goals, projects, and programs. In the process of its development, certain postulates are formed that guide people in their activities, that is, specific principles.

Principles are the basic starting points, the most stable, defining the system of requirements for the content, organization, methodology and technology of activity. They are different in their meaning. The most important of them play the role of guiding, methodological, and determining the quality level of activity. These include: scientific character, democracy, the principle of organization and self-organization. Other principles are primarily associated with the choice of means, forms and methods of work, that is, with aspects of a methodological and organizational nature: compliance of methods with the goals of activity, integrativeness, differentiation of activities, systematicity.

The synergistic effect of self-development of bibliography is expressed, for example, in the fact that bibliographic and primary information interpenetrate; bibliography is synthesized with various forms of knowledge representation. Interdisciplinary genres are being formed, which combine different forms of metatexts - interpretations of the original source. Bibliography is close in function to an “expert system” that analyzes, interprets, and evaluates documentary arrays.

The synergetic approach to bibliography has not yet received proper development, but promises to be quite productive. It must give a reasoned justification for the pattern of formation and improvement of bibliographic activity as an independently functioning system that has its own specifics and specific tasks.

The leading principle of a methodological nature that determines bibliographic activity should be considered the principle of compliance of methods with the goals of the activity. Its essence lies in the fact that the desired effect is achieved only when in each type of activity those means and methods are used that optimally correspond to the goals set. In compiling a bibliographic manual, this includes taking into account the characteristics of the consumer (age, education, profession), taking into account the purpose of accessing the manual (self-education, educational, scientific activity), taking into account the level of bibliographic culture (primary, intermediate, higher, professional). Depending on these characteristics, the selection, arrangement, characteristics of documents, and the provision of auxiliary equipment are made.

The principle of integrativeness means that bibliography can act as a unifying principle for related fields of activity. This phenomenon is expressed in the penetration of bibliography into various branches of knowledge and the processing of documents that are universal in content. Bibliographic elements are included in various databases, uniting the document author, work, distributor, and consumer into a single information space. This is implemented through a single bibliographic record created at the beginning of the chain and valid until its completion.

Integrity also manifests itself at the level scientific research, which is expressed in a tendency towards increased interdisciplinarity and interaction between sciences. In this regard, it is more logical to talk not about distinguishing spheres of activity, but about their convergence, the transition from one to another, about activity in border zones.

The principle of integrativeness is implemented in joint projects of bibliographic services of different levels and different departmental affiliations: in the publication of union catalogs on a national or regional scale; in the creation of unified automated information systems. Bibliography integrates internal and external resources of libraries due to the possibility of access to the wide world of electronic databases available in the global information system.

If integrativeness means the unification of any elements into a whole, bringing into a state of interconnection, ordering of functions, then differentiation indicates separation, stratification into parts that differ from each other. The principle of differentiation in bibliographic activities is as follows:

Creation of specialized information centers performing specific tasks;

Differentiation in the practice of creating manuals (by industry, thematic, regional and other characteristics);

An original set of catalogs and card files (traditional and electronic) in accordance with the profile of libraries and bibliographic services.

The principles of integration and differentiation, opposite in nature, complement each other.

It would be unrealistic to list all the principles that guide bibliographic activity and that are developed in the process of its implementation. In addition to the most general, basic ones, particular principles associated with individual bibliographic processes can be identified.

The principles are of a specific historical nature, are fully operational in the conditions of a particular society and are modified in other conditions. At the same time, they retain the essential basis, since it is directly dependent on the essence of the bibliography itself and its main specific tasks, which remain unchanged in different historical periods. It is the constancy of these tasks that determines the existence of bibliography as a social phenomenon.

The principles of bibliographic activity are interconnected with patterns. It is known that the latter reveal one or another aspect of the essence of the phenomenon under study, and the principles, as starting points, are their expression.

Conclusion

In terms of coverage, the organization of bibliographic activities can be considered at the following levels:

On a national scale, a separate region;

On the scale of a single library;

On the scale of the bibliographic department;

Organization of activities of an individual bibliographer (personal level).

The organizational and functional structure of a bibliographic service depends on a number of external and internal factors. The first include the type of library and its main tasks, departmental affiliation, composition of individual and collective subscribers (users), type composition and volume of funds. Among the internal factors we can highlight: the number of library departments, their territorial location, the number of full-time employees, the level of their professional training, the degree of use of automation tools.

If we talk about the principles of bibliographic activity, it should be noted that the most important of them play the role of guiding, methodological, and determining the quality level of activity. These include: scientific character, democracy, the principle of organization and self-organization.

The analysis of bibliographic practical activity as a system, its internal structure is carried out, first of all, through identifying the relationships of its main elements: the subject (the one who carries out the activity) with his goals as ideal prototypes of the activity; processes as expedient activity of the subject associated with the application of material and spiritual forces; the object to which the subject’s interaction is directed; the means by which the intended goal is achieved; result (as a consequence of achieving or not achieving a goal).

The main areas of bibliographic activity include:

Creation and maintenance of the library's reference and bibliographic apparatus;

Compilation of bibliographic aids for various purposes and readership;

Bibliographic information;

Reference and bibliographic services;

Advisory and methodological work.

The basis for organizing the bibliographic activities of a library of any type are:

1. Focus on solving the priority tasks facing the library in the given conditions;

2. A rational combination of centralization and decentralization in the organization of the library’s bibliographic service;

3. Availability of bibliographic services for all groups of readers (users), including services and products in the legally established manner.

The features that together reflect all the most essential characteristics of bibliography as an object of systematization include: purpose, subject, method, genre, social, completeness, social level, structure, time, space, material design, need.

Bibliography:

1. Bibliographic work in the library: organization and methodology: textbook / Ed. O.P. Korshunova. - M.: Publishing House “Book Chamber”, 1990. - 254s.

2. Library science: general. well: tutorial for bibliography fak. Institute of Culture / - M.: Book Chamber, - 1988.

3. Vaneev A.N. Librarianship. Theory. Methodology. Practice: for the 80th anniversary of the author’s birth. - SPb.: Profession. - 2004.

4. Kartashov N.S. General library science: Textbook for students. higher textbook establishments: at 2 o'clock / N.S. Kartashov, V.V. Skvortsov. - M.: Moscow. state University of Culture, 2002. - T.1.: Theoretical foundations of library science.

5. Kartashov N.S. Comparative library science: A textbook for students. higher textbook establishments. - M.; ILO Profizdat, - 2000.

6. Kogotkov D.Ya. Bibliographic activities of the library: organization, technology, management: textbook / D.Ya. Kogotkov. - St. Petersburg. : Profession, 2005.

7. Leonov V.B. Bibliography as a profession. - M, - 2005, - 321 p.

8. Matulsky R.S. General library science: a textbook for universities. - Liberia, - 2004.

9. Morgenstern I. G. Librarianship and bibliography // Sov. library science. - 1986.-No. 1.-S. 99-104.

10. Morgenstern I.G. New textbook on funds // Sov. library science. - 1992. -No. 5-6. - pp. 77-84.

11. General library science: anthology / comp. R.A. Trofimova. - M.: Liberia - Bibinform, 2007. - Part 1.: Theoretical foundations of the LBC

12. Organization of the centralized library system: Instructions and accounting. forms. - 2nd ed., rev. and additional / Ed. R.Z. Zotova. - M.: Book, 1985. - 192 p.

13. Librarian's Handbook / Ed. A.N. Vaneeva, V.A. Minkina. - St. Petersburg: Publishing house "Profession", 2000. - 432 p. - (Library Series).

14. Standards for librarianship: Collection / Comp. Zakharchuk T.V., Petrova L.I., Zavadovskaya T.A., Zusman O.M. - St. Petersburg: Profession Publishing House, 2000. - 512 p. - (Library Series).

15. Stolyarov Yu. N. Library - double-circuit system // Scientific. and tech. b-ki. - 2002. -№11.-S. 5-24.

Regulatory acts The Constitution of the Russian... Abstract >> Marketing

Either featured or bibliography periodicals; 3) " bibliography" like science item and whose tasks at different times and by different authors were formulated differently; 4) " bibliography" How...

Ministry of Education and Science of the Russian Federation

educational institution

directions 080100 Economics, profile - Economics of enterprises and organizations (housing and communal services)

directions 080100 Economics, profile - Finance and credit

directions 081100 State and municipal administration

Specialty 080105 –

Anadyr

Course work– independent educational and scientific research of students, carried out under the guidance of a teacher in general scientific and special subjects of the curriculum.

There is no period at the end of the title.

If the work contains applications, then the drawings of each application are designated by separate numbering in Arabic numerals with the addition of the application designation in front. For example : Figure 1.3 - Company structure

DESIGN OF TABLES

All tables in the text must have links. The table should be located immediately after the text in which it is mentioned for the first time, or on the next page. All tables are numbered (numbering is continuous, or within a section - in the latter case, the table number consists of the section number and the serial number within the section, separated by a dot (for example: Table 1.2).

The tables of each application are designated by separate numbering in Arabic numerals with the addition of the application designation in front (for example: Table 1.2).

The word "Table" is written in full. The title of the table should be placed above the table on the left, without indentation, on one line with its number separated by a dash. For example:

Table 1 – Absolute poverty indicators in Russia

Indicators, in%
Poverty rate
Poverty depth index
Poverty Severity Index
Sen Poverty Indicator

There is no period at the end of the title. The table is aligned to the left.

When moving a table to the next page, the title is placed only above the first part, while the lower horizontal line limiting the first part of the table is not drawn. Above the other parts, the word “Continuation” is also written on the left and the table number is indicated (for example: Continuation of Table 1).

Table column and row headings should be written with a capital letter in the singular, and column subheadings with a lowercase letter if they form the same sentence with the heading, or with a capital letter if they have an independent meaning. There are no periods at the end of headings and subheadings of columns and rows. Column headings are usually written parallel to the rows of the table, but if necessary, they can be perpendicular.

Horizontal and vertical lines delimiting the rows of the table may not be drawn if their absence does not make it difficult to use the table. But the head of the table must be separated by a line from the rest of the table.

FORMATING NOTES

Notes are placed immediately after the text, figure, or table to which they relate. If there is only one note, then after the word “Note” there is a dash and the text of the note appears. One note is not numbered. Several notes are numbered in order using Arabic numerals without a period. For example:

Note - _____

Notes

1 ________________

2 ________________

3 ________________

Notes can be formatted as footnotes. The footnote sign is placed immediately after the word, number, symbol, sentence to which an explanation is given. The footnote sign is performed in superscript Arabic numerals with a parenthesis. It is allowed to use asterisks “*” instead of numbers. More than three stars are not allowed on a page. The footnote is placed at the end of the page with a paragraph indent, separated from the text by a short horizontal line to the left.

During the course of the presentation, the student must refer to tables, illustrations, examples, diagrams, formulas and other elements located, according to the content conditions, not next to the text to which they relate.

References in the text to the number of a figure, table, page, chapter are written abbreviated and without the “No” sign, for example: fig. 3, table. 4, p. 34, ch. 2. If the specified words are not accompanied by a serial number, then they should be written in full in the text, without abbreviations, for example: “from the figure it is clear that...”, “the table shows that...”, etc.

DESIGN OF FORMULAS AND EQUATIONS

Formulas and equations should be separated from the text on a separate line. You should leave a blank line above and below each formula or equation. If the equation does not fit on one line, then it must be moved after the equal sign (=) or after the plus (+), minus (-), multiplication (x), division (:), or other mathematical signs, and this sign repeat at the beginning of the next line. When transferring a formula to a sign symbolizing the multiplication operation, use the “x” sign.

If explanations are needed for symbols and coefficients, they are given immediately below the formula in the same sequence in which they appear in the formula.

All formulas are numbered. Usually the numbering is continuous. The number is entered in Arabic numerals in parentheses at the far right position on the line.

Numbering of formulas within a section is allowed. In this case, the formula number consists of the section number and the serial number within the section, separated by a dot, for example: (1.4).

Formulas in applications have separate numbering within each application with the addition of the application designation in front, for example: (1.2).

It is allowed to complete formulas and equations handwritten in black ink.

REGISTRATION OF TRANSFERS

Each listing should be preceded by a hyphen or, if necessary, a reference in the text to one of the listings, a lowercase letter (with the exception of е, з, й, о, ь, ь, ы, ъ).

For further detail of the enumeration, it is necessary to use Arabic numerals, after which a parenthesis is placed, and the entry is made with a paragraph indent.

DESIGN OF APPLICATIONS

All applications must be referenced in the text of the work. Applications are arranged in the order of references to them in the text.

Each application should start on a new page with the indication at the top in the middle of the page the words “APPLICATION” and its designations. The application must have a title, which is written symmetrically relative to the text with a capital letter on a separate line.

Applications are designated by numbers (for example: APPENDIX 1). The text of each application can be divided into sections, subsections, etc., which are numbered within each application. The number is preceded by the designation of this application.

The pages of appendices and main text should be numbered continuously.

REGISTRATION OF THE BIBLIOGRAPHIC LIST

Sources in the bibliography must be arranged in alphabetical order (relative to the title of the bibliographic record corresponding to the source). In this case, regardless of the alphabetical order, regulations usually come first.

regulations; books; printed periodicals; sources on electronic media of local access; sources on electronic media of remote access (i.e. Internet sources).

In each section, first there are sources in Russian, and then in foreign languages ​​(also in alphabetical order).

The principle of arrangement in the list of bibliographic descriptions of sources is “word by word”. It is recommended to arrange the entries: 1) if the first words coincide - in alphabetical order of the second, etc.; 2) in the case of several works by one author - in alphabetical order of titles; 3) for namesake authors - according to identifying characteristics (junior, elder, father, son - from eldest to youngest); 4) in the case of several works by the author, written by him in collaboration with others - alphabetically by the surnames of the co-authors.

Laws are not arranged alphabetically, but by date of adoption (signed by the President of Russia) - the older ones are in front.

DESIGN OF BIBLIOGRAPHICAL REFERENCES

intratextual, placed in the text of the document; interlinear, taken from the text to the bottom of the document page (in a footnote); extra-textual, placed outside the text of the document or part of it (in a balloon).

Intratextual bibliographic reference - located directly in the text and consists of round brackets. It may contain (i.e. does not necessarily) all the elements that should be in the description of the source in the bibliography.

(, Petrakov security and information protection: textbook. M., 2006)

Interlinear bibliographic reference- is drawn up as a note taken from the text of the document to the bottom of the page. It may contain (i.e., not necessarily) all the elements that should be in the description of the source in the bibliography:

1 Taras's story Latin America. M., 2006. P. 305.

Beyond-text bibliographic reference is the number of the source in the list of references. A set of extra-textual links is drawn up as a list of bibliographic records placed after the text of the document or its component part. At the same time, the set of extra-text bibliographic references is not a bibliographic list (list of references), which, as a rule, are also placed after the text of the document and have independent meaning.

When numbering extra-text links, continuous numbering is used for the entire document as a whole or for individual chapters, sections, parts, etc. For connection with the text of the document serial number The bibliographic record in a textual link is indicated in a callout sign, which is typed in upper case, or in a reference, which is given in square brackets in the line with the text of the document.

In the text:

A general list of reference books on terminology, covering the time no later than the mid-twentieth century, is given by the work of bibliographer 59.

59 Kaufman dictionaries: bibliography. M., 1961.

In the text:

A general list of reference books on terminology, covering a time no later than the mid-twentieth century, is provided by the work of a bibliographer.

59. Kaufman dictionaries: bibliography. M., 1961.

10. Berdyaev N. A. The meaning of history. M.: Mysl, 19c.

If there is no numbering of records in a post-text link (i.e., when the list of links is not numbered), information that allows identifying the object of the link is indicated in the link.

If the link is to a document created by one, two or three authors, the names of the authors are indicated in the link; if the link is to a document created by four or more authors, and also if the authors are not indicated, the name of the document is indicated in the link; If necessary, the information is supplemented by indicating the year of publication and pages. The information in the reference is separated by a comma, for example:

In the text:

[Pakhomov, Petrova]

[Unsteady aerodynamics of ballistic flight]

Petrova. M.: Prospekt, 20с.

Unsteady aerodynamics of ballistic flight / [etc.]. M., 20s.

In the text (Since the text also contains references to another book published in 1975, the year of publication is indicated in the reference): [Bakhtin, 2003, p. 18]

ANNEX 1

DESIGN OF THE TITLE PAGE

BRANCH OF THE FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "ST. PETERSBURG STATE ECONOMIC UNIVERSITY" ANAdyR

COURSE WORK

Discipline:

On the topic of: " "

Is done by a student correspondence form

training with a training period

Years__months, groups _______

(full name) (signature)

Scientific adviser:

___________________ ___________________

(academic degree, title, full name) (signature)

Delivery date:

"____"______________20__

Defense date:

"____"_____________20__

Grade: __________________

Anadyr 20_

APPENDIX 2

DESIGN OF THE CONTENT OF THE COURSE WORK

INTRODUCTION…………..……………………………………………………..……...4

CHAPTER 1 HEALTHY LIFESTYLE AS A DEVELOPMENT FACTOR

AND IMPROVEMENT OF TOURIST DESTINATION………………7

1.1 Modern concept concept of “tourist destination”…………...7

1.2 Characteristics of a healthy lifestyle……………………15

1.3 The relationship between the components of a tourist destination and

the population's aspirations for healthy image life…………………………23

CHAPTER 2 ANALYSIS OF STATUS AND DEVELOPMENT

TOURIST DESTINATION RECREATION AREA

LAKES “SELIGER”………………………………………………………………………………30

2.1 Characteristics of the tourist destination of the zone

recreation of lake "Seliger"…………………………………………………………….......30

2.2 Analysis of factors influencing development

tourist destination………………………………………………………...37

2.3 Evaluating the market approach to management

life cycle of a tourist destination…………………………….…..45

CHAPTER 3 DEVELOPMENT OF NEW DIRECTIONS

DEVELOPMENT OF A TOURISM DESTINATION BY

IMPLEMENTATION OF UNCOVERED DEMAND SEGMENTS………………..72

3.1 Introduction of additional paid services: spa services,

stone therapy………………………………………………………..……........72

3.2 Organization of a swimming pool at recreation centers

“Falcon” and “Seliger”……………………………………………………......79

3.3 Formation of sports and recreation routes

tourism………………………………………………………………………………..…..87

CONCLUSION…………………………………………………………..…......93

BIBLIOGRAPHICAL LIST……………………………………………………………97

Appendix 1 Interaction of factors of a tourist destination……………99

Be sure to include page numbers!