Carácter económico de la competencia: enfoques metodológicos generales del problema

In the period of structural and qualitative changes in the Russian economy, the development of the labor market and the educational services market, the effectiveness of economic education is largely determined by the level of formation of economic competencies of students. The development of the diversification process required bringing the education system in line with the requirements of market relations, the principles of alternatives and variability, ensuring the quality of education, which is the most important condition for the specialist’s demand in the labor market. The target component of the model of formation of students’ economic competences by definition includes the goals and objectives of economic training. The increased demand for economic knowledge has led to new forms of economic education. The activity component in the model of formation of economic competencies focuses on the fact that in the domestic system of education in relation to the vocational school there was a long-term practice of compiling the qualification characteristics of a specialist, which fixed the requirements for knowledge, skills and abilities of graduates of various specialties, where in addition to the knowledge paradigm there were the terms “readiness”, “ability”, “responsibility”, “understanding” and “worldview”, expanding the close framework of such a paradigm. The main idea of the activity approach in education is not connected with the activity itself, but with the activity as a means of formation and development of the student’s personality. The content component of the model involves the formation of students’ economic competencies in the form of key, professional and additional economic competencies at different levels of professional education, taking into account training in economic and non-economic specialties.En el período de cambios estructurales y cualitativos en la economía rusa, el desarrollo del mercado laboral y el mercado de servicios educativos, la efectividad de la educación económica está determinada en gran medida por el nivel de formación de competencias económicas de los estudiantes. El desarrollo del proceso de diversificación requirió alinear el sistema educativo con los requisitos de las relaciones de mercado, los principios de alternativas y variabilidad, asegurando la calidad de la educación, que es la condición más importante para la demanda del especialista en el mercado laboral. El componente objetivo del modelo de formación de las competencias económicas de los estudiantes, por definición, incluye las metas y objetivos de la formación económica. La mayor demanda de conocimiento económico ha llevado a nuevas formas de educación económica. El componente de actividad en el modelo de formación de competencias económicas se centra en el hecho de que en el sistema educativo interno en relación con la escuela vocacional había una práctica a largo plazo de recopilar las características de calificación de un especialista, que fijaba los requisitos de conocimiento, habilidades y destrezas de graduados de diversas especialidades, donde además del paradigma del conocimiento existían los términos “preparación”, “habilidad”, “responsabilidad”, “comprensión” y “visión del mundo”, ampliando el marco cercano de tal paradigma. La idea principal del enfoque de la actividad en la educación no está relacionada con la actividad en sí, sino con la actividad como un medio de formación y desarrollo de la personalidad del alumno. El componente de contenido del modelo implica la formación de competencias económicas de los estudiantes en forma de competencias económicas clave, profesionales y adicionales en diferentes niveles de educación profesional, teniendo en cuenta la capacitación en especialidades económicas y no económicas

Prospects for the use of non-traditional vegetable raw materials for the creation of new food products

Quinoa is an unconventional agricultural crop for Russia, however, experiments on its cultivation have successfully completed in the Krasnodar Territory. A study of the possibility of using this cereal in Russian catering enterprises is under development. Quinoa cereal surpasses traditional Krasnodar rice in almost all indicators of nutritional and biological value: in the content of essential amino acids, polyunsaturated fatty acids, vitamins and minerals. Studies have shown that quinoa cereal differs from Krasnodar's rice in the increased content of all amino acids: essential – by 3.38, replaceable – by 3.38 g per 100 g of product. The following amino acids are present in the largest amount in quinoa: arginine (6.8%), lysine (6.2%), isoleucine (6.8%), aspartic acid (12.8%), glutamic acid (11.4%) , proline (6.9%), glycine (6.8%). The share of the daily rate of fat (84 g) for rice and quinoa is 0.2 and 2.3%, respectively. Quinoa cereal contains more vitamin A, thiamine, riboflavin, pantothenic acid, pyridoxine, folates, tocopherol, and betaine in rice. An increased content of iron, manganese and zinc was also noted. After analyzing the biological and physico-chemical parameters, we can conclude the feasibility of introducing new raw materials into the assortment of catering products, since quinoa cereal is not inferior to traditional rice cereal in its technological properties, it can improve the quality indicators of ready-made dishes. An analysis of the assortment showed that in the Yekaterinburg market in health food stores and online stores specializing in the delivery of healthy food products, the quinoa assortment is represented quite widely

Carácter económico de la competencia: enfoques metodológicos generales del problema

In the period of structural and qualitative changes in the Russian economy, the development of the labor market and the educational services market, the effectiveness of economic education is largely determined by the level of formation of economic competencies of students. The development of the diversification process required bringing the education system in line with the requirements of market relations, the principles of alternatives and variability, ensuring the quality of education, which is the most important condition for the specialist’s demand in the labor market. The target component of the model of formation of students’ economic competences by definition includes the goals and objectives of economic training. The increased demand for economic knowledge has led to new forms of economic education. The activity component in the model of formation of economic competencies focuses on the fact that in the domestic system of education in relation to the vocational school there was a long-term practice of compiling the qualification characteristics of a specialist, which fixed the requirements for knowledge, skills and abilities of graduates of various specialties, where in addition to the knowledge paradigm there were the terms “readiness”, “ability”, “responsibility”, “understanding” and “worldview”, expanding the close framework of such a paradigm. The main idea of the activity approach in education is not connected with the activity itself, but with the activity as a means of formation and development of the student’s personality. The content component of the model involves the formation of students’ economic competencies in the form of key, professional and additional economic competencies at different levels of professional education, taking into account training in economic and non-economic specialties.En el período de cambios estructurales y cualitativos en la economía rusa, el desarrollo del mercado laboral y el mercado de servicios educativos, la efectividad de la educación económica está determinada en gran medida por el nivel de formación de competencias económicas de los estudiantes. El desarrollo del proceso de diversificación requirió alinear el sistema educativo con los requisitos de las relaciones de mercado, los principios de alternativas y variabilidad, asegurando la calidad de la educación, que es la condición más importante para la demanda del especialista en el mercado laboral. El componente objetivo del modelo de formación de las competencias económicas de los estudiantes, por definición, incluye las metas y objetivos de la formación económica. La mayor demanda de conocimiento económico ha llevado a nuevas formas de educación económica. El componente de actividad en el modelo de formación de competencias económicas se centra en el hecho de que en el sistema educativo interno en relación con la escuela vocacional había una práctica a largo plazo de recopilar las características de calificación de un especialista, que fijaba los requisitos de conocimiento, habilidades y destrezas de graduados de diversas especialidades, donde además del paradigma del conocimiento existían los términos “preparación”, “habilidad”, “responsabilidad”, “comprensión” y “visión del mundo”, ampliando el marco cercano de tal paradigma. La idea principal del enfoque de la actividad en la educación no está relacionada con la actividad en sí, sino con la actividad como un medio de formación y desarrollo de la personalidad del alumno. El componente de contenido del modelo implica la formación de competencias económicas de los estudiantes en forma de competencias económicas clave, profesionales y adicionales en diferentes niveles de educación profesional, teniendo en cuenta la capacitación en especialidades económicas y no económicas

Circularly Permuted Dihydrofolate Reductase of \u3cem\u3ee.coli\u3c/em\u3e Has Functional Activity and a Destabilized Tertiary Structure

Three circularly permuted variants of Escherichia coli dihydrofolate reductase genes were constructed. Linkers coding tri- and pentapeptides were used to connect the natural 5\u27- and 3\u27-terminal ends. Only one variant of circularly permuted protein with tripeptide linker and the cleavage of the peptide bond between 107 and 108 amino acid residues was produced in a good yield. The expressed protein was insoluble in the cells, but at pH 8.0 and higher the isolated protein was soluble. Enzymatic assay and physical studies have shown that permuted dihydrofolate reductase has a destabilized tertiary structure. Only the addition of the natural substrates or Inhibitors lead to the protein with the native-like structure and functional activity

Non-destructive testing of internal structure of the low-quality wood

Radiographic non-destructive examination of the round timber became a popular technique in the middle of the twentieth century when radiography was first applied to study the structure of materials. The X-ray television testing equipment is widely used in non-destructive inspection for a long time, but up to now, this equipment was not applied to find the heartwood rot in wood sticks of any diameter. This article analyzes the innovative method of non-destructive testing of low-quality wood, which was performed using the portable X-ray television testing system. Furthermore, it provides positive results of experimental investigations. In addition, this article describes possibility of taking quality images of the internal structure of wood, as well as possibility of the automated image processing. © IAEME Publication