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| Итого | За последние 12 месяцев | Aug | Jul | Jun | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Всего | 12мес | Aug | Jul | Jun | May | Apr | Mar | Feb | Jan | Dec | Nov | Oct | Sep | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | 31 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | |
| По разделу | 18349 | 474 | 9 | 37 | 32 | 37 | 33 | 30 | 28 | 50 | 71 | 47 | 52 | 48 | 0 | 1 | 1 | 1 | 0 | 3 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | 3 | 1 | 0 | 0 | 0 | 2 | 2 | 1 | 1 | 2 | 1 | 0 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 0 | 1 | 2 | 1 | 2 | 1 | 3 | 1 | 1 | 1 | 0 | 0 | 0 | 2 | 1 | 2 | 2 | 0 | 0 | 1 | 1 |
| Уровень образования как фактор привлекательности партнера противоположного пола | 3123 | 276 | 4 | 22 | 16 | 27 | 17 | 19 | 15 | 27 | 50 | 24 | 32 | 23 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | 3 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 1 | 0 | 2 | 1 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 1 | 1 |
| Причины молодежного экстремизма и его профилактика в образовательной среде | 6331 | 189 | 2 | 11 | 13 | 14 | 10 | 10 | 10 | 25 | 31 | 16 | 28 | 19 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 1 | 0 |
| Факторы молодежного экстремизма и его профилактика в образовательной среде | 2935 | 175 | 6 | 11 | 9 | 12 | 7 | 5 | 4 | 24 | 32 | 19 | 27 | 19 | 0 | 0 | 1 | 1 | 0 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 2 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 |
| Обзор зарубежных подходов к созданию компьютерных систем профориентирования | 2384 | 170 | 2 | 12 | 12 | 15 | 10 | 9 | 7 | 22 | 16 | 22 | 20 | 23 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 1 | 0 |
| Экстремизм в молодежной среде и его профилактика в образовательной организации (по результатам экспертного опроса) | 1335 | 159 | 2 | 12 | 9 | 9 | 12 | 8 | 9 | 16 | 29 | 17 | 21 | 15 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 |
| Психолингвистический анализ научного дискурса | 2241 | 154 | 4 | 9 | 14 | 13 | 12 | 5 | 5 | 19 | 25 | 17 | 22 | 9 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 0 | 1 | 1 |