RUSSIAS ECONOMIC RELATIONS WITH FOREIGN COUNTRIES IN THE LAST QUARTER OF THE XIX CENTURY AND THE BEGINNING OF THE XX CENTURY
Bibliographic record
Abstract
Annotatsiya: Bolalarda ilmiy dunyoqarashni shakllantirishda turli omillar turlicha ta’sir etadi. Bu omillar ichida ijodiy va matiqiy tafakkurni rivojlantirish eng asosiysi hisoblanadi. Zero, bolada tasavvur, tushunchalarning shakllanish jarayoni aynan maktabgacha ta`lim muassasasidan boshlanadi va bu davr dunyoqarashni shakllanishning mazmunini hajm jihatidan eng salmoqli bosqichdir. Shuning uchun ham tushuncha va tasavvurlarni shakllantirishda maktabgacha yoshidagi davri asosiy davr hisoblanadi. Kalit so‘zlar: Ijodiy qobiliyatlar, ijodkorlik, tasavvur, qobiliyat, mantiqiy fikrlash, tafakkur. Аннотация: Разные факторы поразному влияют на формирование научного мировоззрения детей. Среди этих факторов наиболее важным является развитие творческого и математического мышления. Ведь процесс формирования воображения и понятий у ребенка начинается еще в дошкольном учреждении, и этот период является важнейшим этапом по содержанию формирования мировоззрения. Поэтому дошкольный период является ключевым периодом в формировании понятий и представлений. Ключевые слова: Творческие способности, креативность, воображение, способность, логическое мышление, мышление. Abstract: This article, from a historical point of view, provides a comprehensive analysis of the development of Russia's economic links with foreign countries in the last quarter of the 19th - early 20th century. The main attention is paid to the consideration of the role and significance of these links in the overall economic development of the Russian state. Issues such as customs policy, attraction of investments and development of foreign trade, which are priorities in the field of foreign economic activity, are covered on the basis of specific data. Keywords: Russia, economic links, foreign investments, customs policy, foreign trade.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".