49 research outputs found
Improving career-with the purpose of regulating supply and demand in the labour market Severouralβskogo urban district
The article described the situation on the labour market, determined the dependence of the career personnel and State of the region, proposed the idea of an integrated approach, with the assistance of professional orientation, human resources development and enhancing the prestige of the sought-after professions and regulated labour marketΠ Π°ΡΡΠΌΠΎΡΡΠ΅Π½Π° ΡΠΈΡΡΠ°ΡΠΈΡ Π½Π° ΡΡΠ½ΠΊΠ΅ ΡΡΡΠ΄Π°, ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π° Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΡ ΠΌΠ΅ΠΆΠ΄Ρ ΠΏΡΠΎΡΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΠΎΠΉ ΠΈ ΠΊΠ°Π΄ΡΠΎΠ²ΡΠΌ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ΠΌ ΡΠ΅Π³ΠΈΠΎΠ½Π°, ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π° ΠΈΠ΄Π΅Ρ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈ Ρ ΡΠ΅Π»ΡΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠ΅ΡΡΠΈΠΆΠ½ΠΎΡΡΠΈ Π²ΠΎΡΡΡΠ΅Π±ΠΎΠ²Π°Π½Π½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΉ ΠΈ ΡΠ΅Π³ΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ½ΠΊΠ° ΡΡΡΠ΄
A modern approach to the implementation of career guidance from professional samples to the Ural engineering school
The article examines the issues of implementation of modern approaches to the implementation of career guidance work with pupils of schools with the aim of forming a rational vocational choices with consideration of tendencies of development of economy of the regionΠ Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π²ΠΎΠΏΡΠΎΡΡ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΡΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ Ρ ΡΡΠ°ΡΠΈΠΌΠΈΡΡ ΡΠΊΠΎΠ» Ρ ΡΠ΅Π»ΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π²ΡΠ±ΠΎΡΠ° Ρ ΡΡΠ΅ΡΠΎΠΌ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΉ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ ΡΠ΅Π³ΠΈΠΎΠ½
Algorithmic presentation of the independent work of the students of the vocational pedagogical university in the conditions of the synchronous pedagogical control
The topicality of the investigated problem is stipulated by the demand for specialists able to develop algorithmic preparedness to perform professional activities, the level of which corresponds to modern level of technological production. The purpose of the article is to diagnose the influence of the synchronous pedagogical control on the development of preparedness for the algorithmic presentation of the independent work of the students of professional and pedagogical university. The leading approach to the study of this problem is the method of algorithmic presentation of the synchronous pedagogical control of the process of assimilation by the students of the professional knowledge and skills, enabling them to develop in algorithmic preparedness corresponding to the level of complexity of the implemented educational and professional activities. The article deals with the psychological and pedagogical approaches in the study of algorithmic preparedness to work independently as well as with the arrangements for the synchronous type of the pedagogical control in the discipline of profile preparation of students of the Russian State Vocational Pedagogical University and with the results achieved during experimental search of work indicating the effectiveness and efficiency of this type of control. The materials of the article may be useful to teachers of vocational training in the organization of practical training in the disciplines of profile preparation containing procedural knowledge and skills and, consequently, an algorithmic nature. Β© 2016 Dneprov et al
Competitiveness as the factor of settlements terms forming at the market of chocolate producers
The relevance of the investigated problem is caused by increasing levels of competition in the industry markets of chocolate producers in Russia and the need to maintain the profitability of the companiesβ activities in the unstable macroeconomic conditions. The aim of the article is to assess the impact of competitive forces on settlements terms between the participants of supply chain, taking into account relative financial and industrial competitiveness of suppliers and buyers. The leading method of this problem is the research analysis of the market situation in the industry based on the model of five forces of competition by M. Porter (2004), as well as assessment of individual indicators of financial condition of chocolate products manufacturing companies using the analysis of some indicators. The article defines the conditions of optimization of financing sources for current payments based on relative financial and industrial competitiveness of suppliers and buyers. Article Submissions are of practical value to chocolate producers operating in Russian and international markets. Β© 2016 Arman, Syamsul Bachri Thalib, Darman Manda
Problem preprofessionals teacher secondary vocational education: the results of the study
ΠΠ»Ρ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΏΠΎΠ»ΠΈΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΠΈΠ·ΠΌΠ° ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΡΠ°ΠΊΡΠΎΡΠ½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π°, ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ³ΠΎ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ Π΄Π°Π½Π½ΡΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡTo justify the problem of preprofessionals deals with the interpretation of the results of the factor analysis conducted in the course of statistical processing of data of pedagogical studie
Valuation of the formation of anti-corruption values among the future lawyers in the process of legal education
The article shows the relevance in the rethinking of the former and the development of new pedagogical technologies of anticorruption education of students of future lawyers. At the heart of such technologies is the process described by Hubert J. M. Hermans, Professor of psychology from the Netherlands, author of the theory of "valuation" and the method of samokontrolΠ ΡΡΠ°ΡΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π½Π° Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ Π² ΠΏΠ΅ΡΠ΅ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠΈ ΠΏΡΠ΅ΠΆΠ½ΠΈΡ
ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ Π½ΠΎΠ²ΡΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π°Π½ΡΠΈΠΊΠΎΡΡΡΠΏΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π±ΡΠ΄ΡΡΠΈΡ
ΡΡΠΈΡΡΠΎΠ². Π ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠ°ΠΊΠΈΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ ΠΏΡΠΎΡΠ΅ΡΡ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΎΠΏΠΈΡΠ°Π» ΠΡΠ±Π΅ΡΡ Π. Π. Π₯Π΅ΡΠΌΠ°Π½Ρ, ΠΏΡΠΎΡΠ΅ΡΡΠΎΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈΠ· ΠΠΈΠ΄Π΅ΡΠ»Π°Π½Π΄ΠΎΠ², Π°Π²ΡΠΎΡ ΡΠ΅ΠΎΡΠΈΠΈ Β«Π²Π°Π»ΡΠ°ΡΠΈΠΈΒ» ΠΈ ΠΌΠ΅ΡΠΎΠ΄Π° ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ½ΡΠ°ΡΠΈ
Factor analysis of the studentsβ attitude to forming personal competitiveness based on valuation
The motivation for education is determined by personal competitiveness. Therefore, it is necessary to study modern pedagogical methods that develop students' personal competitiveness. The goal is to trace how the transition from object assimilation to valuation is provided, based on the mechanism of βvalue assessmentβ and forming a subjective position. The task is to determine the value potential of victory in personal competition, which preserves important events in ram. How does valuation lead the value system to a significant increase in personal competitiveness? This is answered by the methodology of the cultural and historical development of the psyche β neoplasms in the human psyche first appear in the public consciousness, and then become the property of the person. J. M. Hermans Hubert's value theory almost completely consistent with this methodology. To solve the tasks we developed a questionnaire (55 questions) βWhat is my competitiveness?β, which was offered to students of universities in Ekaterinburg. The questions are formulated taking into account the theory of valuation, which includes self-confrontation. In the IBM SPSS Statistics 23 program, a 9-factor structure of the model of students' perceptions about their attitude to the formation of personal competitiveness based on value was obtained. It has been revealed that personal competitiveness has increased due to experiencing moments of awareness of values that betray the personal meaning of activity, understanding the purpose of professional activity, provided that the method of self-confrontation is autonomously applied (when βcontraryβ). The possibility of forming personal competitiveness based on valuation has been revealed. These patterns will allow to achieve the formation of personal competitiveness based on agonistics in the education of students. Conclusions: the transition from object assimilation of content loading the studentβs memory to valuation based on the mechanism of βvalue assessmentβ is justified; thanks to valuation, personal competitiveness has increased in the process of experiencing valuable moments that acquire individual value and are perceived as a personal meaning that contributes to motivation and victory in personal competition, the basis for creating a situation of success in training is created, and victory in personal competition has a valued pedagogical potential, which manifests itself in vivid experiences.ΠΠΎΡΠΈΠ²Π°ΡΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΡΡΡΠ΅ΠΌΠ»Π΅Π½ΠΈΠ΅ΠΌ ΠΊ Π»ΠΈΡΠ½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ. ΠΠΎΡΡΠΎΠΌΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ, ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΠΈΠ΅ Π»ΠΈΡΠ½ΡΡ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ. Π¦Π΅Π»Ρ β ΠΏΡΠΎΡΠ»Π΅Π΄ΠΈΡΡ, ΠΊΠ°ΠΊ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°Π΅ΡΡΡ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄ ΠΎΡ ΠΎΠ±ΡΠ΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΊ Π²Π°Π»ΡΠ°ΡΠΈΠΈ, Π±Π°Π·ΠΈΡΡΡΡΠ΅ΠΉΡΡ Π½Π° ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ΅ Β«ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΡΠ΅Π½ΠΈΠ²Π°Π½ΠΈΡΒ» ΠΈ ΡΠΎΡΠΌΠΈΡΡΡΡΠ΅ΠΉ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΡΡ ΠΏΠΎΠ·ΠΈΡΠΈΡ. ΠΠ°ΠΊ ΠΆΠ΅ Π²Π°Π»ΡΠ°ΡΠΈΡ ΠΏΡΠΈΠ²ΠΎΠ΄ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΊ ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΌΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ? ΠΠ° ΡΡΠΎ ΠΎΡΠ²Π΅ΡΠ°Π΅Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΡΠΈΡ
ΠΈΠΊΠΈ, ΡΠΎΠ³Π»Π°ΡΠ½ΠΎ ΠΊΠΎΡΠΎΡΠΎΠΉ Π½ΠΎΠ²ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠΉ ΠΏΡΠΈΡ
ΠΈΠΊΠ΅ ΠΏΡΠ΅Π΄Π²Π°ΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΏΠΎΡΠ²Π»ΡΡΡΡΡ Π² ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΌ ΡΠΎΠ·Π½Π°Π½ΠΈΠΈ, Π° Π·Π°ΡΠ΅ΠΌ ΡΡΠ°Π½ΠΎΠ²ΡΡΡΡ Π΄ΠΎΡΡΠΎΡΠ½ΠΈΠ΅ΠΌ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°. Π’Π΅ΠΎΡΠΈΡ Π²Π°Π»ΡΠ°ΡΠΈΠΈ Π. Π. Π₯Π΅ΡΠΌΠ°Π½ΡΠ° ΠΡΠ±Π΅ΡΡΠ° ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ ΠΏΠΎΠ»Π½ΠΎΡΡΡΡ ΡΠΎΠ³Π»Π°ΡΡΠ΅ΡΡΡ Ρ ΡΡΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠ΅ΠΉ. ΠΠ»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΡΡ
Π·Π°Π΄Π°Ρ Π½Π°ΠΌΠΈ Π±ΡΠ»Π° ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π° Π°Π½ΠΊΠ΅ΡΠ° (55 Π²ΠΎΠΏΡΠΎΡΠΎΠ²) Β«ΠΠ°ΠΊΠΎΠ²Π° ΠΌΠΎΡ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ?Β», ΠΊΠΎΡΠΎΡΠ°Ρ Π±ΡΠ»Π° ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π° 230 ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌ Π²ΡΠ·ΠΎΠ² Π³. ΠΠΊΠ°ΡΠ΅ΡΠΈΠ½Π±ΡΡΠ³Π°. ΠΠΎΠΏΡΠΎΡΡ ΡΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°Π½Ρ Ρ ΡΡΠ΅ΡΠΎΠΌ ΡΠ΅ΠΎΡΠΈΠΈ Π²Π°Π»ΡΠ°ΡΠΈΠΈ, Π²ΠΊΠ»ΡΡΠ°ΡΡΠ΅ΠΉ Π² ΡΠ΅Π±Ρ ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ½ΡΠ°ΡΠΈΡ. Π ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ΅ IBM SPSS Statistics 23 Π±ΡΠ»Π° ΠΏΠΎΠ»ΡΡΠ΅Π½Π° 9-ΡΠΈ ΡΠ°ΠΊΡΠΎΡΠ½Π°Ρ ΡΡΡΡΠΊΡΡΡΠ° ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΎΠ± ΠΈΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ ΠΊ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π²Π°Π»ΡΠ°ΡΠΈΠΈ. ΠΡΡΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ ΠΏΠΎΠ²ΡΡΠΈΠ»Π°ΡΡ Π»ΠΈΡΠ½Π°Ρ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ Π·Π° ΡΡΠ΅Ρ ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π½ΠΈΡ ΠΌΠΎΠΌΠ΅Π½ΡΠΎΠ² ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΡ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ, ΠΏΡΠ΅Π΄Π°ΡΡΠΈΡ
Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΠΉ ΡΠΌΡΡΠ» Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΡ ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠΈ ΡΡΠ»ΠΎΠ²ΠΈΠΈ Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½ΠΎΠ³ΠΎ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΌΠ΅ΡΠΎΠ΄Π° ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ½ΡΠ°ΡΠΈΠΈ (ΠΊΠΎΠ³Π΄Π° Π΄Π΅ΠΉΡΡΠ²ΡΡΡ Β«Π²ΠΎΠΏΡΠ΅ΠΊΠΈΒ», Β«Π½Π΅ΡΠΌΠΎΡΡΡ Π½Π°Β»). ΠΡΠΈ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡ Π΄ΠΎΠ±ΠΈΡΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ². ΠΡΠ²ΠΎΠ΄Ρ: ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄ ΠΎΡ ΠΎΠ±ΡΠ΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ, Π½Π°Π³ΡΡΠΆΠ°ΡΡΠ΅Π³ΠΎ ΠΏΠ°ΠΌΡΡΡ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎΡΡ, ΠΊ Π²Π°Π»ΡΠ°ΡΠΈΠΈ, Π±Π°Π·ΠΈΡΡΡΡΠ΅ΠΉΡΡ Π½Π° ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ΅ Β«ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΡΠ΅Π½ΠΈΠ²Π°Π½ΠΈΡΒ»; Π±Π»Π°Π³ΠΎΠ΄Π°ΡΡ Π²Π°Π»ΡΠ°ΡΠΈΠΈ ΠΏΠΎΠ²ΡΡΠΈΠ»Π°ΡΡ Π»ΠΈΡΠ½Π°Ρ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π½ΠΈΡ ΡΠ΅Π½Π½ΡΡ
ΠΌΠΎΠΌΠ΅Π½ΡΠΎΠ², ΠΎΠ±ΡΠ΅ΡΠ°ΡΡΠΈΡ
ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΡ ΡΠ΅Π½Π½ΠΎΡΡΡ ΠΈ Π²ΠΎΡΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡΠΈΡ
ΡΡ ΠΊΠ°ΠΊ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΠΉ ΡΠΌΡΡΠ», ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡΠΈΠΉ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΠΈ ΠΏΠΎΠ±Π΅Π΄Π΅ Π² Π»ΠΈΡΠ½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈΠΈ, ΡΠΎΠ·Π΄Π°Π΅ΡΡΡ ΠΎΡΠ½ΠΎΠ²Π° Π΄Π»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΡΡΠΏΠ΅Ρ
Π° Π² ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ, Π° ΠΏΠΎΠ±Π΅Π΄Π° Π² Π»ΠΈΡΠ½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈΠΈ ΠΎΠ±Π»Π°Π΄Π°Π΅Ρ Π²Π°Π»ΡΠ°ΡΠΈΠ²Π½ΡΠΌ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠΌ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΏΡΠΎΡΠ²Π»ΡΠ΅ΡΡΡ Π² ΡΡΠΊΠΈΡ
ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π½ΠΈΡΡ
A. S. Makarenko about the education competitiveness
The article discusses the attitude of A. S. Makarenko to the education competitiveness as a personal or collective quality. It was revealed that the teacher used a completely different term instead of "competition" to "cost accounting", put it in almost all of the signs of competitiveness. A comparative content analysis of concepts of "cost accounting" and "competition". It is proved that A. S. Makarenko reflects genetic similarity behind them phenomena. He showed that, with the exception of one parameter β the "freedom of choice of activities of producers of goods and services", characteristic only for the participants of the competition, all the other signs of self-financing fully available to the competitionΠ ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ Π. Π‘. ΠΠ°ΠΊΠ°ΡΠ΅Π½ΠΊΠΎ ΠΊ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΊΠ°ΠΊ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΈΠ»ΠΈ ΠΊΠΎΠ»Π»Π΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠ°ΡΠ΅ΡΡΠ²Π°. ΠΡΡΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ ΠΏΡΠΈΠΌΠ΅Π½ΡΠ» ΠΏΡΠΈΠ½ΡΠΈΠΏΠΈΠ°Π»ΡΠ½ΠΎ ΠΈΠ½ΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ Π²ΠΌΠ΅ΡΡΠΎ Β«ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈΠΈΒ» β Β«Ρ
ΠΎΠ·ΡΠ°ΡΡΠ΅ΡΒ», Π²ΠΊΠ»Π°Π΄ΡΠ²Π°Π» Π² Π½Π΅Π³ΠΎ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π²ΡΠ΅ ΠΏΡΠΈΠ·Π½Π°ΠΊΠΈ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ. ΠΡΠΎΠ²Π΅Π΄Π΅Π½ ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΏΠΎΠ½ΡΡΠΈΠΉ Β«Ρ
ΠΎΠ·ΡΠ°ΡΡΠ΅ΡΒ» ΠΈ Β«ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈΡΒ». ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π. Π‘. ΠΠ°ΠΊΠ°ΡΠ΅Π½ΠΊΠΎ ΠΎΡΡΠ°Π·ΠΈΠ» Π³Π΅Π½Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΡΡ
ΠΎΠ΄ΡΡΠ²ΠΎ ΡΡΠΎΡΡΠΈΡ
Π·Π° Π½ΠΈΠΌΠΈ ΡΠ²Π»Π΅Π½ΠΈΠΉ. ΠΠ½ ΠΏΠΎΠΊΠ°Π·Π°Π», ΡΡΠΎ Π·Π° ΠΈΡΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠ° β Β«ΡΠ²ΠΎΠ±ΠΎΠ΄Ρ Π²ΡΠ±ΠΎΡΠ° Π²ΠΈΠ΄ΠΎΠ² Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ ΡΠΎΠ²Π°ΡΠΎΠ² ΠΈ ΡΡΠ»ΡΠ³Β», β Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ»ΡΠΊΠΎ Π΄Π»Ρ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈΠΈ, Π²ΡΠ΅ ΠΎΡΡΠ°Π»ΡΠ½ΡΠ΅ ΠΏΡΠΈΠ·Π½Π°ΠΊΠΈ Ρ
ΠΎΠ·ΡΠ°ΡΡΠ΅ΡΠ° ΡΠ΅Π»ΠΈΠΊΠΎΠΌ ΠΈ ΠΏΠΎΠ»Π½ΠΎΡΡΡΡ ΠΈΠΌΠ΅ΡΡΡΡ Ρ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈ
Valuation of formation of professional responsibility of students of SPE in dual training
The article presents the results of a pilot experiment investigating valuation as a method of value estimation. The analysis of the possibility of assessing the formation of professional responsibility of students of secondary vocational education in dual education on the basis of valuation, i.e. value assessment of qualities, events that have occurred or may occur the futureΠ ΡΡΠ°ΡΡΠ΅ ΠΈΠ·Π»Π°Π³Π°ΡΡΡΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΏΠΈΠ»ΠΎΡΠ½ΠΎΠ³ΠΎ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°, ΠΈΡΡΠ»Π΅Π΄ΡΡΡΠ΅Π³ΠΎ Π²Π°Π»ΡΠ°ΡΠΈΡ ΠΊΠ°ΠΊ ΠΌΠ΅ΡΠΎΠ΄ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΡΠ΅Π½ΠΈΠ²Π°Π½ΠΈΡ. ΠΡΠΎΠ²ΠΎΠ΄ΠΈΡΡΡ Π°Π½Π°Π»ΠΈΠ· Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π‘ΠΠ Π² Π΄ΡΠ°Π»ΡΠ½ΠΎΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π²Π°Π»ΡΠ°ΡΠΈΠΈ, Ρ. Π΅. ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΡΠ΅Π½ΠΈΠ²Π°Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ², ΡΠΎΠ±ΡΡΠΈΠΉ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠΎΠΈΠ·ΠΎΡΠ»ΠΈ ΠΈΠ»ΠΈ ΠΌΠΎΠ³ΡΡ ΠΏΡΠΎΠΈΠ·ΠΎΠΉΡΠΈ Π² Π±ΡΠ΄ΡΡΠ΅
Methodology and methodology of formationanticorruption values of future jurists
This is a social phenomenon that characterizes the relationship between people in a certain historical context. The theory of value and the method of self-confrontation of Hubert J. M. Hermans. This is a method of searching and detecting important events in a biography, the description of which is a narrative, the attitude to which gives meaning to the whole fate of a person. These events introduce significant human meanings in the formation of anti-corruption behavior, which are in the context of the cultural-historical theory of the development of the psyche and personality, developed by L. S. Vygotsky, A. R. Luria and A. N. Leontyev, who examined the social environment and communication between people not just as a process of personality development, but as a casual nature of the emergence of social neoplasms, which include values.ΠΠ½ΡΠ°Π³ΠΎΠ½ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΡ Π² ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ ΠΊΠΎΡΡΡΠΏΡΠΈΠΈ ΠΌΠ΅ΡΠ°ΡΡ ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠΈ ΡΡΠΎΠΉ ΡΠ³ΡΠΎΠ·Π΅ ΠΎΠ±ΡΠ΅ΡΡΠ²Ρ, Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Ρ ΠΈ ΠΊΠ°ΠΆΠ΄ΠΎΠΌΡ Π³ΡΠ°ΠΆΠ΄Π°Π½ΠΈΠ½Ρ Π½Π°ΡΠ΅ΠΉ ΡΡΡΠ°Π½Ρ. ΠΡΠΎΠ±Π»Π΅ΠΌΡ Π±ΠΎΡΡΠ±Ρ Ρ ΠΊΠΎΡΡΡΠΏΡΠΈΠ΅ΠΉ Π² ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈΡΠΎΠ΄Ρ Π΅Π΅ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½ΠΈΡ. ΠΡΠΎ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ΅ ΡΠ²Π»Π΅Π½ΠΈΠ΅, Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠ΅Π΅ Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΠΆΠ΄Ρ Π»ΡΠ΄ΡΠΌΠΈ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΌ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅. Π’Π΅ΠΎΡΠΈΡ Π²Π°Π»ΡΠ°ΡΠΈΠΈ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Π° ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ½ΡΠ°ΡΠΈΠΈ ΠΡΠ±Π΅ΡΡΠ° Π. Π. Π₯Π΅ΡΠΌΠ°Π½ΡΠ° - ΡΡΠΎ ΠΌΠ΅ΡΠΎΠ΄ ΠΏΠΎΠΈΡΠΊΠ° ΠΈ ΠΎΠ±Π½Π°ΡΡΠΆΠ΅Π½ΠΈΡ Π²Π°ΠΆΠ½ΡΡ
ΡΠΎΠ±ΡΡΠΈΠΉ Π² Π±ΠΈΠΎΠ³ΡΠ°ΡΠΈΠΈ, ΠΎΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΠΊΠΎΡΠΎΡΡΡ
ΡΠΎΡΡΠ°Π²Π»ΡΠ΅Ρ Π½Π°ΡΡΠ°ΡΠΈΠ², ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΊ ΠΊΠΎΡΠΎΡΠΎΠΌΡ ΠΏΡΠΈΠ΄Π°Π΅Ρ ΡΠΌΡΡΠ» Π²ΡΠ΅ΠΉ ΡΡΠ΄ΡΠ±Π΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°. ΠΡΠΈ ΡΠΎΠ±ΡΡΠΈΡ Π²Π½ΠΎΡΡΡ Π·Π½Π°ΡΠΈΠΌΡΠ΅ ΡΠΌΡΡΠ»Ρ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ Π°Π½ΡΠΈΠΊΠΎΡΡΡΠΏΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΡΠ΅ Π½Π°Ρ
ΠΎΠ΄ΡΡΡΡ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅ΠΎΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΡΠΈΡ
ΠΈΠΊΠΈ ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, ΡΠ°Π·ΡΠ°Π±Π°ΡΠ°Π½Π½ΠΎΠΉ Π. Π‘. ΠΡΠ³ΠΎΡΡΠΊΠΈΠΌ, Π. Π . ΠΡΡΠΈΠ΅ΠΉ ΠΈ Π. Π. ΠΠ΅ΠΎΠ½ΡΡΠ΅Π²ΡΠΌ, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π²ΡΠΈΠΌΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ ΡΡΠ΅Π΄Ρ ΠΈ ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ ΠΌΠ΅ΠΆΠ΄Ρ Π»ΡΠ΄ΡΠΌΠΈ Π½Π΅ ΠΏΡΠΎΡΡΠΎ ΠΊΠ°ΠΊ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, Π° ΠΊΠ°ΠΊ ΠΊΠ°Π·ΡΠ°Π»ΡΠ½ΡΡ ΠΏΡΠΈΡΠΎΠ΄Ρ Π²ΠΎΠ·Π½ΠΈΠΊΠ½ΠΎΠ²Π΅Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
Π½ΠΎΠ²ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ, ΠΊ ΠΊΠΎΡΠΎΡΡΠΌ ΠΎΡΠ½ΠΎΡΡΡΡΡ ΠΈ ΡΠ΅Π½Π½ΠΎΡΡΠΈ