81 research outputs found
ΠΠ± ΡΡΠΈΠΊΠ΅ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΉ ΠΈ ΡΡΠΈΠΊΠ΅ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ
Π Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠ΅ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΏΡΡΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² ΡΡΠΈΠΊΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΉ, Π²ΡΡΠ²Π»Π΅Π½Π½ΡΡ
Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΈΠΌΠΈ ΡΡΠ΅Π½ΡΠΌΠΈ, ΡΡΡΠ°Π½Π°Π²Π»ΠΈΠ²Π°ΡΡΡΡ ΡΠΎΡΠΊΠΈ ΠΏΠ΅ΡΠ΅ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΠΆΠ΄Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°ΠΌΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ ΠΈ ΡΡΠΈΠΊΠΎΠΉ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠ°. ΠΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΠ½ΡΡΠΈΡ "ΡΡΠΈΠΊΠ° ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΉ" ΠΈ Π²ΡΡΠ²Π»Π΅Π½Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ½ΡΡΠΈΡ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠ°Ρ
. ΠΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°Π΅ΡΡΡ, ΡΡΠΎ ΠΊΠ»ΡΡΠ΅Π²ΠΎΠΉ ΡΠΈΠ³ΡΡΠΎΠΉ Π² Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΠΎΡΡΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΉ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ, ΡΠΎΠ·Π΄Π°ΡΡΠΈΠΉ Π·Π½Π°ΡΠ΅Π½ΠΈΡ, ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡΠΈΠΉ ΠΌΠ½ΠΎΠ³ΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅ ΡΠΎΡΠΌ Π·Π½Π°ΠΊΠ° Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΌ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅. Π‘Π΄Π΅Π»Π°Π½ Π²ΡΠ²ΠΎΠ΄ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ ΠΈΠΌΠ΅Π½Π½ΠΎ ΡΠ°ΠΊΠΎΠΉ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ²ΡΠ·ΡΡΡΠΈΠΌ Π·Π²Π΅Π½ΠΎΠΌ ΠΌΠ΅ΠΆΠ΄Ρ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠ΅Π½Π½ΠΎΡΡΡΠΌΠΈ ΠΈ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°ΠΌΠΈ ΡΡΠΈΠΊΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΉ, ΡΡΠΎ ΡΠΎΠ·Π΄Π°Π΅Ρ ΡΡΠ»ΠΎΠ²ΠΈΡ Π΄Π»Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΠ»ΡΡΠ΅Π²ΡΡ
ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΠΉ ΡΡΠΈΠΊΠΈ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ
ΠΠ°Π΄ΡΠΎΠ²ΡΠΉ ΡΠ΅Π·Π΅ΡΠ² Π² ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΈ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΠΎΠΌ (Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΠΠ Β«Π’ΠΎΠΌΡΠΊΠΠΠΠΠ½Π΅ΡΡΡΒ»)
ΠΠ±ΡΠ΅ΠΊΡΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ°Π±ΠΎΡΠ° Ρ ΠΊΠ°Π΄ΡΠΎΠ²ΡΠΌ ΡΠ΅Π·Π΅ΡΠ²ΠΎΠΌ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡ.
Π¦Π΅Π»ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠ½ΠΎΠ² ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ° ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠ΅Π·Π΅ΡΠ²Π° Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ; ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΈ Π°Π½Π°Π»ΠΈΠ· ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ² ΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌ, ΡΠ²ΡΠ·Π°Π½Π½ΡΡ
Ρ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠΈΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠ΅Π·Π΅ΡΠ²Π°.
Π ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π±ΡΠ»Π° ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π° ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΎΠΏΠ΅ΡΠ΅ΠΆΠ°ΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ°Π±ΠΎΡΡ Ρ ΠΊΠ°Π΄ΡΠΎΠ²ΡΠΌ ΡΠ΅Π·Π΅ΡΠ²ΠΎΠΌ Β«ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΡΒ»
Π‘ΡΠ΅ΠΏΠ΅Π½Ρ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ: Π΄Π°Π½Π½Π°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΎΠΏΠ΅ΡΠ΅ΠΆΠ°ΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ°Π±ΠΎΡΡ Ρ ΠΊΠ°Π΄ΡΠΎΠ²ΡΠΌ ΡΠ΅Π·Π΅ΡΠ²ΠΎΠΌ Β«ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΡΒ» ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½Π° ΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΡΡΡ Π² ΠΠΠ Β«Π’ΠΎΠΌΡΠΊΠΠΠΠΠ½Π΅ΡΡΡΒ».
ΠΠ±Π»Π°ΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ: Π΄Π°Π½Π½Π°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΎΠΏΠ΅ΡΠ΅ΠΆΠ°ΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ°Π±ΠΎΡΡ Ρ ΠΊΠ°Π΄ΡΠΎΠ²ΡΠΌ ΡΠ΅Π·Π΅ΡΠ²ΠΎΠΌ Β«ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΡΒ» ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Π° Π½Π° ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΈ .The object of research is the work with the personnel reserve of the company.
The aim of the study is to examine the theoretical foundations and practical functioning of the personnel reserve mechanism on the example of the organization; identification and analysis of the prospects and issues related to the further development of the formation of personnel reserve.
The research methodology of advanced training and development work with the personnel reserve "effective manager" has been developed
Degree of implementation: the technique of advancing training and development work with the personnel reserve "effective manager" is applied and used in JSC "TomskNIPIneft".
Scope: This method of advancing training and development work with the personnel reserve "effective manager" can be used i
Enhancing informal learning recognition through TRAILER project
Conde, M. A., GarcΓa-PenΜalvo, F. J., Zangrando, V.,
GarcΓa-Holgado, A., Seoane-Pardo, A. M., Alier, M., Galanis, N.,
Griffiths, D., Johnson, M., Janssen, J., Brouns, F., Vogten, H.,
Finders, A., Sloep, P. B., Marques, M. A., Viegas, M. C., Alves, G. R.,
Waszkiewicz, E., Mykowska, A., Minovic, M., &
Milovanovic, M. (2013). Enhancing informal learning recognition through
TRAILER project. In F. J. GarcΓa-PeΓ±alvo, M. Γ. Conde, & D. Griffiths (Eds.), Proceedings of the Workshop on Solutions that Enhance Informal Learning Recognition (WEILER 2013) (pp. 21-30). September, 18, 2013, Paphos, Cyprus. http://ceur-ws.org/Vol-1039/The evolution of new technology and its increasing use, has for some
years been making the existence of informal learning more and more
transparent, especially among young and older adults in both Higher Education
and workplace contexts. However, the nature of formal and non-formal, coursebased,
approaches to learning has made it hard to accommodate these informal
processes satisfactorily. The project aims to facilitate first the identification by
the learner (as the last responsible of the learning process), and then the
recognition by the institution, in dialogue with the learner, of this learning. To
do so a methodology and a technological framework to support it have been
implemented. This project has been tested in several contexts showing that an informal learning dialogue between learners and people in charge
of the institutions is possible.Tagging, Recognition and Acknowledgment of Informal Learning ExpeRiences project (TRAILER) that is funded by the European Commission's Lifelong Learning Programme. Ref. 519141-LLP-1-2011-1-ES-KA3-KA3MP [http:// trailerproject.eu]. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Just girls : hidden literacies and life in junior high
Highlighting the importance of friendship, family, and social networks in girls\u27 sense of themselves, this book suggests that literacy plays an important role in maintaining friendship groups and in the construction of self. This provocative new book questions many common assumptions about early adolescence, most importantly, the good girl role so often assigned to and reinforced in female studentshttps://idun.augsburg.edu/monographs/1053/thumbnail.jp
Language arts and literacy in the middle grades : planning, teaching, and assessing learning
From two prominent scholars in the field comes a book that addresses language arts and literacy in the middle grades. Complete with authentic cases and classroom examples, the book examines research and theory-based approaches to teaching literacy in the middle school classroom. This edition includes a stronger focus on culturally relevant pedagogy and the needs of English Language Learners, as well as Standards in Practice sections, which help teachers incorporate state and national standards into planning and instruction. Using a teacher-as-inquirer model, the book offers many resources to improve existing literacy programs and individual teaching techniques.https://idun.augsburg.edu/monographs/1055/thumbnail.jp
Literacy lessons : teaching and learning with middle school students
With its sights clearly set on middle school teachers and the middle school teaching experience, this new book expands the definition of literacy to encompass today\u27s popular electronic and audiovisual media. Research-driven coverage offers a thorough presentation of the theory of middle school teaching, plus a wealth of real stories from real classrooms that demonstrate strategies in actual practice. KEY TOPICS The authors address the current emphasis on standards, discussing their advantages and disadvantages and integrating them throughout; embrace the notion of inclusion by offering numerous suggestions for teaching special-needs students in the regular classroom; and explore the social and cultural complexitiesβand the joys and challengesβof teaching today\u27s adolescents. For teachers and future teachers of middle school.https://idun.augsburg.edu/monographs/1054/thumbnail.jp
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