Quality management of the industrial enterprises workforce

The use of the latest production technologies by industrial enterprises requires availability of a high quality workforce that matches their level of complexity and uniqueness of the equipment and materials used. Therefore, for any enterprise a very urgent task is to manage the quality of the workforce, the solution of which will allow it to maintain an infallible balance between the level of development of material and personal factors of production. The article presents the results of the research of the dynamics of the labor force quality at a number of industrial enterprises having different types of production organization. The paper carries out the analysis of the revealed dynamics. The study proposes the author’s method for determining the need to improve the level of quality of labor force. The article shows the possibility of automatization of labor force quality assessment by means of a computer program developed by the authors. The paper makes a conclusion that the most effective method of labor force quality management is the organization of intra-company training, which allows you to form special knowledge and skills of workers, which are most in demand at this enterprise. The study offers methodical recommendations for building a system of intracompany labor quality improvement, determines its principal differences from the existing ones

ON THE ISSUE OF THE READINESS OF SCIENTIFIC AND PEDAGOGICAL WORKERS OF THE UNIVERSITY TO IMPLEMENT INCLUSIVE EDUCATION

Introduction. The article is devoted to the development of inclusive education in higher educational institutions. As the authors of the article show, at the present stage of development of education in world and domestic pedagogy, they are increasingly turning to the idea of inclusive education. The driving force behind the development of inclusive education, including inclusive higher education in many countries, including the Russian Federation, has been the ratification of the UN Convention on the Rights of Persons with Disabilities, which is the leading international document that defines strategies, programs and recommendations on the right to education. Particular attention is paid to the development of higher inclusive education, considered as one of the basic and inalienable conditions for the professional self-realization of disabled people and people with disabilities, improving their social status, ensuring their full participation in society.Materials and methods. The article defines the peculiarities of the regulatory and organizational conditions that ensure inclusive education in educational institutions of higher education. The features of the organization of inclusive educational activities at the university are highlighted.Results. The article discusses the monitoring of teacher readiness for inclusive education and a description of the general picture of the readiness of Russian teachers for it, using qualitative and quantitative analysis. Needs for further participation of teachers in continuing education programs are identified. A survey of university teachers was conducted. Based on the results of the monitoring of the readiness of the faculty to work in inclusive groups, the conclusion was substantiated. The effective integration of modern information and technological technologies in the processes of further education is substantiated, which can become a necessary tool for solving one of the main problems, which consists in increasing the level of readiness of scientific and pedagogical workers of higher education to implement inclusive education.Discussion and Conclusions. The article discusses the role of the development of higher inclusive education, considered as one of the main and inalienable conditions for the professional  selfrealization of disabled people and people with disabilities. The role of further education in the advanced training of university teachers was considered. The system of training scientific andpedagogical personnel for work in an inclusive education environment is defined. The components of the introduction of information technology education, occurring through a change in the types of information activities

The results of the study of educational needs of students with disabilities

Introduction: the article deals with the problem of formation of professional interests of students with disabilities at the stage of career guidance. The need to identify the potential demand of students with disabilities for higher education is substantiated.Materials and methods: identification of educational needs of students with disabilities was carried out in the course of monitoring using the survey method. The form of the survey is a survey of students of senior classes of correctional schools in the territory of 7 subjects of the Volga Federal district.The results of the monitoring of educational Following the monitoring of educational needs of students having health limitations and  disabilities ,a quantitative and qualitative analysis is given. During the analysis of the monitoring results, the professional interests of students with disabilities, as well as the factors of their choice of profession were determined. Conclusions were made about the need for targeted work in the University specialist in career guidance with this category of students. The list of special needs of disabled people in higher education is formulated.Discussion and conclusion: it is concluded that the provision of vocational guidance services contributes to a more responsible attitude to the choice of profession. Recommendations to Higher Educational Establishments are formulated to improve the implementation of career guidance for the participation of persons with disabilities and health limitations

Competence of the research and education center: definition, list and structure

Introduction. The article substantiates the need to introduce the concept of "REC competencies", associated with the emergence of a new type of partnership of education, science and business – world-class research and educational centers. The emergence of new positions within the REC and their dynamic changes also pose the task of continuous work with competencies. The article presents an analysis of the methodological results of the work of the competence group within the framework of the strategic sessions of the scientific and educational center of the Nizhny Novgorod region, research and approaches to the definition of competencies.Materials and Methods. Systematic and activity-based approaches were used as the methodological basis of the study. To solve the tasks set by the authors of the work, general scientific, psychological, pedagogical and practical methods of scientific research were used. Theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, comparison, scientific theorization. For the analysis, the materials collected by the working group "Competencies" within the framework of the strategic sessions of the REC of the Nizhny Novgorod region were used.Results. The article defines the concept of "REC competence", for the formulation of which an activity-based approach was used. The types of REC competencies are identified-meta-competencies (for the key activities of the research and educational center: research, innovation, entrepreneurship, engineering and technology, education) and cross-cutting competencies, the presence of which is necessary and sufficient for the REC project team in order to close the entrepreneurial contour of the project and make it successful on the world market. The structure of REC competence is defined, including motivational, cognitive, operational and vector components. The structure of cross-cutting competencies is described.Discussion and Conclusion.  It is concluded that the description of the structure of end-to-end REC competencies can be used to improve the competencies of professionals involved in the creation and promotion of world-class projects in the REC structure. The conditions that must be provided to achieve the designated goals are defined

Observation of H -> b(b)over-bar decays and V H production with the ATLAS detector

A search for the decay of the Standard Model Higgs boson into a b (b) over bar pair when produced in association with a W or Z boson is performed with the ATLAS detector. The data, corresponding to an integrated luminosity of 79.8 fb(-1) were collected in proton-proton collisions during Run 2 of the Large Hadron Collider at a centre-of-mass energy of 13 TeV. For a Higgs boson mass of 125 GeV, an excess of events over the expected background from other Standard Model processes is found with an observed (expected) significance of 4.9 (4.3) standard deviations. A combination with the results from other searches in Run 1 and in Run 2 for the Higgs boson in the bb decay mode is performed, which yields an observed (expected) significance of 5.4 (5.5) standard deviations, thus providing direct observation of the Higgs boson decay into b-quarks. The ratio of the measured event yield for a Higgs boson decaying into b (b) over bar to the Standard Model expectation is 1.01 +/- 0.12(stat.) (-0.15) (+0.16)(syst.). Additionally, a combination of Run 2 results searching for the Higgs boson produced in association with a vector boson yields an observed (expected) significance of 5.3 (4.8) standard deviations. (C) 2018 The Author(s). Published by Elsevier B.V