| Итого | За последние 12 месяцев | Apr | Mar | Feb |
| Всего | 12мес | Apr | Mar | Feb | Jan | Dec | Nov | Oct | Sep | Aug | Jul | Jun | May | 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 | 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 | 28 | 27 | 26 | 25 | 24 | 23 |
|
По разделу |
212675 | 1767 |
117 |
146 |
101 |
123 |
207 |
130 |
143 |
125 |
136 |
213 |
151 |
175 |
0 |
2 |
3 |
8 |
4 |
6 |
3 |
4 |
8 |
6 |
6 |
4 |
2 |
8 |
3 |
8 |
4 |
5 |
4 |
6 |
4 |
4 |
6 |
4 |
5 |
3 |
7 |
3 |
4 |
6 |
7 |
4 |
8 |
2 |
4 |
2 |
6 |
2 |
8 |
6 |
2 |
6 |
2 |
5 |
4 |
8 |
4 |
4 |
3 |
2 |
9 |
3 |
6 |
3 |
9 |
4 |
5 |
2 |
1 |
6 |
1 |
2 |
|
Теории элит (Моска, Парето, Михельс) |
65191 | 1406 |
91 |
131 |
92 |
111 |
201 |
117 |
96 |
98 |
94 |
69 |
140 |
166 |
0 |
0 |
3 |
2 |
2 |
6 |
3 |
3 |
8 |
6 |
6 |
3 |
2 |
8 |
3 |
8 |
1 |
3 |
3 |
1 |
4 |
2 |
6 |
3 |
5 |
1 |
7 |
1 |
1 |
6 |
7 |
3 |
8 |
2 |
4 |
2 |
6 |
1 |
8 |
6 |
2 |
6 |
0 |
5 |
4 |
8 |
2 |
4 |
3 |
2 |
9 |
3 |
6 |
1 |
9 |
4 |
5 |
0 |
1 |
6 |
1 |
2 |
|
Призрачные тени шахматной истории |
11879 | 727 |
40 |
35 |
32 |
43 |
68 |
59 |
64 |
40 |
78 |
189 |
34 |
45 |
0 |
2 |
1 |
1 |
1 |
4 |
0 |
4 |
4 |
1 |
2 |
0 |
1 |
3 |
0 |
4 |
2 |
4 |
1 |
1 |
1 |
1 |
0 |
0 |
2 |
1 |
1 |
2 |
4 |
2 |
0 |
4 |
2 |
0 |
1 |
0 |
0 |
0 |
1 |
1 |
0 |
0 |
2 |
1 |
0 |
2 |
4 |
2 |
1 |
1 |
0 |
0 |
0 |
1 |
1 |
1 |
0 |
2 |
0 |
1 |
1 |
0 |
|
Философия французского просвещения |
23206 | 550 |
37 |
36 |
31 |
42 |
65 |
67 |
53 |
43 |
45 |
38 |
42 |
51 |
0 |
0 |
3 |
0 |
2 |
0 |
2 |
1 |
0 |
5 |
0 |
4 |
1 |
2 |
3 |
3 |
0 |
2 |
2 |
0 |
1 |
2 |
0 |
4 |
0 |
3 |
0 |
2 |
2 |
0 |
2 |
0 |
0 |
2 |
0 |
2 |
2 |
1 |
1 |
0 |
0 |
2 |
1 |
3 |
0 |
0 |
2 |
0 |
2 |
2 |
2 |
0 |
2 |
0 |
1 |
2 |
0 |
2 |
0 |
1 |
0 |
0 |
|
Изучение блеска звезды Hbv-258 |
3809 | 513 |
49 |
38 |
33 |
31 |
63 |
55 |
53 |
27 |
37 |
39 |
39 |
49 |
0 |
2 |
0 |
8 |
4 |
4 |
3 |
1 |
3 |
2 |
3 |
2 |
1 |
2 |
1 |
1 |
2 |
0 |
2 |
0 |
0 |
4 |
2 |
2 |
0 |
2 |
1 |
1 |
2 |
0 |
2 |
0 |
1 |
2 |
0 |
2 |
1 |
2 |
0 |
2 |
0 |
3 |
0 |
1 |
3 |
0 |
2 |
0 |
2 |
1 |
2 |
0 |
0 |
3 |
0 |
3 |
0 |
2 |
0 |
0 |
1 |
0 |
|
Теория элит Вильфредо Парето и роль политического образования |
8556 | 479 |
39 |
32 |
32 |
40 |
63 |
49 |
39 |
31 |
41 |
40 |
35 |
38 |
0 |
1 |
0 |
1 |
1 |
2 |
3 |
1 |
1 |
2 |
2 |
2 |
2 |
0 |
2 |
2 |
4 |
4 |
2 |
3 |
1 |
1 |
0 |
1 |
1 |
3 |
3 |
1 |
1 |
0 |
1 |
2 |
0 |
1 |
0 |
1 |
0 |
0 |
1 |
1 |
2 |
2 |
1 |
1 |
0 |
1 |
0 |
2 |
0 |
0 |
1 |
0 |
1 |
1 |
2 |
3 |
3 |
1 |
1 |
1 |
0 |
1 |
|
Социологические идеи Огюста Конта |
10872 | 431 |
20 |
32 |
18 |
38 |
53 |
50 |
41 |
37 |
34 |
32 |
27 |
49 |
0 |
2 |
0 |
1 |
1 |
0 |
1 |
0 |
0 |
1 |
0 |
1 |
1 |
0 |
1 |
1 |
0 |
1 |
1 |
4 |
1 |
2 |
0 |
1 |
0 |
2 |
1 |
1 |
1 |
2 |
2 |
0 |
3 |
1 |
1 |
1 |
1 |
0 |
1 |
1 |
0 |
1 |
1 |
2 |
0 |
2 |
0 |
0 |
1 |
2 |
0 |
1 |
0 |
2 |
1 |
1 |
0 |
1 |
1 |
0 |
1 |
0 |
|
Державно-церковнi вiдносини в сучаснiй Українi |
10965 | 363 |
19 |
10 |
12 |
13 |
40 |
33 |
76 |
59 |
31 |
25 |
19 |
26 |
0 |
1 |
0 |
0 |
0 |
0 |
2 |
1 |
0 |
2 |
0 |
1 |
1 |
0 |
0 |
2 |
3 |
2 |
1 |
1 |
0 |
1 |
0 |
1 |
0 |
0 |
1 |
1 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
1 |
1 |
0 |
1 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
2 |
0 |
0 |
2 |
0 |
0 |
0 |
0 |
1 |
|
Представления о личности в античный период |
8849 | 348 |
20 |
24 |
13 |
27 |
48 |
36 |
39 |
21 |
24 |
30 |
30 |
36 |
0 |
1 |
3 |
0 |
2 |
0 |
0 |
0 |
0 |
3 |
0 |
1 |
1 |
0 |
2 |
1 |
2 |
2 |
1 |
0 |
1 |
0 |
0 |
0 |
0 |
2 |
1 |
3 |
0 |
0 |
1 |
0 |
1 |
0 |
0 |
0 |
5 |
2 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
1 |
2 |
1 |
1 |
1 |
0 |
0 |
1 |
1 |
1 |
0 |
|
Глава 15 Бинарный Анализ |
7588 | 258 |
13 |
7 |
9 |
19 |
30 |
33 |
23 |
25 |
20 |
14 |
27 |
38 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
2 |
1 |
0 |
0 |
1 |
0 |
0 |
1 |
2 |
1 |
0 |
0 |
0 |
2 |
0 |
1 |
0 |
1 |
0 |
0 |
2 |
1 |
0 |
1 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
|
Глава 16 Сравнение Похожих Стран |
5384 | 251 |
20 |
11 |
11 |
14 |
39 |
25 |
22 |
14 |
23 |
14 |
26 |
32 |
0 |
1 |
0 |
2 |
0 |
3 |
2 |
2 |
0 |
0 |
1 |
1 |
1 |
1 |
0 |
1 |
2 |
0 |
1 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
1 |
2 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
1 |
0 |
1 |
0 |
1 |
1 |
0 |
0 |
0 |
|
Идеи Николло Макиавелли в практическом воплощении: сравнительный анализ итальянских и македонских войн |
6305 | 250 |
23 |
9 |
11 |
16 |
34 |
25 |
28 |
17 |
29 |
16 |
17 |
25 |
0 |
0 |
1 |
1 |
1 |
0 |
0 |
2 |
0 |
2 |
0 |
1 |
2 |
0 |
0 |
1 |
1 |
4 |
2 |
2 |
0 |
1 |
0 |
0 |
2 |
1 |
0 |
0 |
1 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
2 |
0 |
1 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
|
Глава 13 Выбор стран |
5539 | 247 |
16 |
12 |
14 |
22 |
32 |
31 |
24 |
22 |
24 |
7 |
14 |
29 |
0 |
0 |
0 |
0 |
0 |
2 |
3 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
2 |
3 |
1 |
1 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
2 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
0 |
2 |
0 |
1 |
0 |
0 |
2 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
1 |
0 |
0 |
0 |
2 |
|
Почему победили оранжевые |
2747 | 241 |
15 |
8 |
12 |
24 |
37 |
26 |
26 |
18 |
22 |
9 |
9 |
35 |
0 |
0 |
0 |
0 |
2 |
3 |
1 |
3 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
2 |
1 |
1 |
0 |
0 |
1 |
0 |
0 |
1 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
0 |
0 |
1 |
0 |
|
Глава 14 Метод изучения отдельного случая в практике сравнительного анализа |
4823 | 233 |
16 |
6 |
13 |
11 |
30 |
29 |
23 |
21 |
21 |
9 |
15 |
39 |
0 |
1 |
0 |
1 |
1 |
0 |
1 |
1 |
0 |
0 |
0 |
1 |
0 |
0 |
2 |
1 |
1 |
0 |
1 |
1 |
2 |
0 |
0 |
1 |
1 |
0 |
0 |
1 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
1 |
0 |
0 |
|
Прогрессивные педагогические идеи учёных Одесского университета |
2518 | 224 |
23 |
7 |
12 |
17 |
30 |
27 |
21 |
20 |
18 |
12 |
12 |
25 |
0 |
1 |
0 |
0 |
1 |
0 |
0 |
1 |
1 |
2 |
0 |
1 |
1 |
0 |
1 |
1 |
1 |
5 |
2 |
1 |
2 |
0 |
1 |
1 |
0 |
0 |
0 |
1 |
1 |
1 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
|
Глава 17 Сравнение Контрастных Стран |
4461 | 219 |
14 |
9 |
12 |
18 |
31 |
24 |
25 |
22 |
18 |
18 |
9 |
19 |
0 |
1 |
0 |
0 |
1 |
0 |
2 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
2 |
0 |
1 |
1 |
1 |
1 |
0 |
1 |
0 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
2 |
0 |
1 |
0 |
0 |
0 |
0 |
|
Использование методов статистического моделирования для определения готовности детей к школьному обучению |
3802 | 218 |
22 |
9 |
7 |
17 |
34 |
25 |
24 |
10 |
27 |
14 |
9 |
20 |
0 |
1 |
1 |
0 |
0 |
1 |
1 |
0 |
1 |
0 |
1 |
1 |
2 |
0 |
2 |
0 |
0 |
1 |
1 |
6 |
1 |
0 |
1 |
0 |
1 |
1 |
1 |
1 |
0 |
1 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Фолклендский конфликт: геополитическое измерение |
5439 | 215 |
21 |
14 |
14 |
16 |
29 |
22 |
24 |
15 |
21 |
10 |
10 |
19 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
1 |
2 |
0 |
1 |
1 |
1 |
1 |
1 |
3 |
3 |
1 |
2 |
0 |
1 |
0 |
0 |
1 |
0 |
1 |
1 |
1 |
1 |
1 |
1 |
0 |
1 |
2 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Исн-хроники |
2088 | 214 |
15 |
6 |
7 |
11 |
35 |
31 |
29 |
20 |
17 |
9 |
12 |
22 |
0 |
1 |
0 |
1 |
1 |
0 |
0 |
1 |
0 |
1 |
1 |
0 |
0 |
0 |
1 |
0 |
1 |
0 |
2 |
2 |
1 |
1 |
1 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
0 |
1 |
0 |
1 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |