APPLICATION OF A PRELIMINARY (PRE-TRIAL) CRIMINAL PROCEEDINGS MODELING METHOD

Purpose: The article conducts the study application of a preliminary (pre-trial) criminal proceedings modeling method. Methodology: We have shown the important role of blended learning in the maintenance and development of the subject-subject model of interaction between students and teachers. The implementation of subject-subject interaction was considered on the example of the discipline "General and professional pedagogy", the electronic course of which is presented on the Moodle platform. Result: In our opinion, the main problem lies in the fact that the investigator constantly has to deal with various kinds of situations that need to be properly perceived, professionally analyzed, and, as quickly as possible, create a complete picture of what happened, however, it is not always possible. For this purpose, the subject of the investigation should use the entire arsenal of available methods, means, and methods that would allow knowing the event that occurred. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of application of a preliminary (pre-trial) criminal proceedings modeling method is presented in a comprehensive and complete manner

ORGANIZATION OF MONITORING IN THE QUALITY MANAGEMENT SYSTEM OF THE EDUCATIONAL PROCESS WHEN TRAINING OF SPECIALISTS

Purpose: The problem of the quality of education concerns not only Russia but also the entire world community. Many developed countries are concerned about the current state of education and are trying to improve their quality. One of the leading trends in the modernization of education in Russia is increasing attention to the problem of improving its quality, which requires the development of conceptual approaches to finding ways to solve it. Methodology: In pedagogical terms, the quality of education is considered from two positions: firstly, as the degree of compliance of the educational system with the established requirements and the quality of educational services provided by the educational institution; secondly, as the effectiveness of the educational process that meets the needs of social customers not only in terms of assimilation of a certain amount of knowledge by students, but also the development of their personality, cognitive and creative abilities. Result: The choice of an actual and effective educational program is interesting not only for the consumer but also for the educational organization (institution), as it is a quality program in many sectors of education that affects the competitiveness of the educational organization. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of the Organization of Monitoring in the Quality Management System of the Educational Process when Training of Specialists is presented in a comprehensive and complete manner

Psychological and pedagogical support for the social workers professional development

The effectiveness of psychological andpedagogical support is determined by the following factors: self-determination and voluntary participation; activating education results; taking into account and developing social workers’ educational needs; the use of the dichotomic and humanistic approaches; social workers’ selfdetermination; interactive mode of cooperation, democratic style of communicatio

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

Personal resource capacity at a later age

Introduction. The issues of assessing, preserving and strengthening a person’s potential resource towards ensuring proper quality of life, subjective well-being and life satisfaction at a later age are relevant for many social spheres, including education. The aim of this study is theoretical substantiation and empirical verification of the structural-functional model of personal resource capacity at a later age as a person’s integral characteristic. Materials and methods. The empirical study involved 528 respondents aged 45 to 75 years living in different regions of Russia (the majority – in the Ural Federal District). Two comparison groups were identified: the second maturity period (45-60 years old) and the elderly age (60-75 years old). A set of seven psychodiagnostic techniques selected in accordance with the components of a hypothetical model of personal resource capacity (regulative, life-conscious, life period perception component) was implemented. The methods of descriptive and comparative statistics as well as factor analysis were used for data processing. Results. The structural-functional model of personal resource capacity at a later age including the components “Life management”, “Age acceptance”, “Positive coping strategies”, “Age assimilation” was empirically verified and specified (the share of factor-model explained variance was 32,9%). The peculiarities of personal resource capacity at the second period of maturity and elderly age were revealed (the share of factor-models explained variance was 33.1% and 36.1%, respectively). The differences in the level of individual resources in all components of one’s potential are described, showing both the general decrease in resources in the course of transition to elderly age and the changes in attitudes towards them. Discussion and conclusion. The substantive content of the potential-resource adjusted components has confirmed its integral nature as a characteristic that takes place at a later age, allowing one to realise, redistribute and use the resource opportunities. The obtained results made it possible to differentiate the approaches to resource management at a later age. Educational technologies are effective both at a mature and elderly age, but their realisation should be carried out in conjunction with reflexive/evaluative methods in the programmes for mature-age learners, as well as with the methods of psychological support for elderly subjects of education. © 2023 LLC Ecological Help. All rights reserved

Formação de competência social do futuro especialista

Modern society is in dire need of socially competent professionals who can quickly adapt to the changing life situations, are ready to solve new problems, interested in improving the efficiency of professional activities, planning the future and ready to take responsibility for the decisions. The problem of development of social competency of the individual is interdisciplinary and in contrast to the problem of development of competency in general and professional competency in particular. In the scientific literature the approaches by which it is possible to give the essential characteristic of this phenomenon and to construct a model are designated: a) set of social knowledge, abilities, awareness of the person of social processes; b) social interaction, the ability and willingness of a person to it, the ability to build their relationships with other people and social organizations in real life; c) the integral quality of the individual, formed in the process of training and education; d) the purpose and result of the implementation of special development and educational programs of educational organizations. Comparative analysis allowed us to determine the components of social competency: personal component, social component, cognitive component, value-semantic component. In the social competency formation of students active teaching methods are the most popular. We consider the method of training “Educational firm” approved in the process of research at different educational levels as a systematized set of simulation methods. Effective socialization of a person should be considered in the context of competence-based approach, including the essential characteristics of competency, professionalism, qualification, personality.La sociedad moderna está en extrema necesidad de profesionales socialmente competentes que puedan adaptarse rápidamente a las situaciones cambiantes de la vida, estén listos para resolver nuevos problemas, interesados en mejorar la eficiencia de las actividades profesionales, planificar el futuro y listos para asumir la responsabilidad de las decisiones. El problema del desarrollo de la competencia social del individuo es interdisciplinario y en contraste con el problema del desarrollo de la competencia en general y la competencia profesional en particular. En la literatura científica se designan los enfoques mediante los cuales es posible dar la característica esencial de este fenómeno y construir un modelo: a) conjunto de conocimientos sociales, habilidades, conciencia de la persona de los procesos sociales; b) la interacción social, la capacidad y la disposición de una persona para ello, la capacidad de construir sus relaciones con otras personas y organizaciones sociales en la vida real; c) la calidad integral del individuo, formada en el proceso de formación y educación; d) El propósito y el resultado de la implementación de programas especiales de desarrollo y educación de organizaciones educativas. El análisis comparativo nos permitió determinar los componentes de la competencia social: componente personal, componente social, componente cognitivo, componente semántico de valor. En la formación de competencias sociales de los estudiantes, los métodos de enseñanza activos son los más populares. Consideramos el método de capacitación “firma educativa” aprobado en el proceso de investigación en diferentes niveles educativos como un conjunto sistematizado de métodos de simulación. La socialización efectiva de una persona debe considerarse en el contexto del enfoque basado en la competencia, incluidas las características esenciales de la competencia, el profesionalismo, la calificación, la personalidad.A sociedade moderna está em extrema necessidade de profissionais socialmente competentes que possam se adaptar rapidamente às situações de mudança da vida, prontos para resolver novos problemas, interessados em melhorar a eficiência das atividades profissionais, planejando o futuro e prontos para assumir a responsabilidade pelas decisões. O problema do desenvolvimento da competência social do indivíduo é interdisciplinar e em contraste com o problema do desenvolvimento da competência em geral e da competência profissional em particular. Na literatura científica as abordagens pelas quais é possível dar a característica essencial deste fenômeno e construir um modelo são designadas: a) conjunto de conhecimentos sociais, habilidades, consciência da pessoa de processos sociais; b) interação social, a capacidade e a disposição de uma pessoa para com ela, a capacidade de construir relacionamentos com outras pessoas e organizações sociais na vida real; c) a qualidade integral do indivíduo, formada no processo de formação e educação; d) o propósito e resultado da implementação de programas especiais de desenvolvimento e educação de organizações educacionais. A análise comparativa permitiu determinar os componentes da competência social: componente pessoal, componente social, componente cognitivo, componente valor-semântico. Na formação de competências sociais dos alunos, os métodos de ensino ativos são os mais populares. Consideramos o método de treinamento “Empresa Educacional” aprovado no processo de pesquisa em diferentes níveis educacionais como um conjunto sistematizado de métodos de simulação. A socialização efetiva de uma pessoa deve ser considerada no contexto da abordagem baseada em competência, incluindo as características essenciais de competência, profissionalismo, qualificação, personalidade

Avaliação dos aspectos financeiros das pequenas e médias empresas: experiência russa

The aim of this study was to assess the key financials of an array of micro-sized businesses, small and medium-sized enterprises as grouped by industry. This article deals with the assessment results of such financials as the net financial result of enterprises, the proportion of profitable and loss-making enterprises, the profitability of manufactured and sold products, the current levels of profit and loss, respectively, per profitable and loss-making enterprise. The dynamics of such financials during the period from 2010 to 2014 was presented. Accounting and statistical reporting was used as the input data. In the course of this research it was proven that during that period the profitable enterprises accounted for about 80%. However, the level of profitability did not depend on the size of an enterprise. The largest proportion of profitable enterprises was noted in such sectors as education and commerce. The net financial result per employee in micro-enterprises was significantly higher than those for medium-sized enterprises and small enterprises. The results of this study may be used to validate business development plans and programs for various regions and sectors of the Russian economy. El objetivo de este estudio fue evaluar las finanzas clave de una serie de pequeñas empresas, pequeñas y medianas empresas agrupadas por industria. Este artículo trata de los resultados de la evaluación de tales finanzas como el resultado financiero neto de las empresas, la proporción de empresas rentables y que generan pérdidas, la rentabilidad de los productos fabricados y vendidos, los niveles actuales de ganancias y pérdidas, respectivamente, por rentabilidad y pérdida empresa de creación. La dinámica de tales finanzas durante el período 2010-2014 se presentó. Los informes contables y estadísticos se usaron como datos de entrada. En el curso de esta investigación, se comprobó que durante ese período las empresas rentables representaron aproximadamente el 80%. Sin embargo, el nivel de rentabilidad no depende del tamaño de una empresa. La mayor proporción de empresas rentables se observó en sectores como la educación y el comercio. El resultado financiero neto por empleado en las microempresas fue significativamente mayor que el de las medianas y pequeñas empresas. Los resultados de este estudio pueden usarse para validar planes y programas de desarrollo comercial para diversas regiones y sectores de la economía rusa. O objetivo deste estudo foi avaliar as principais finanças de uma série de microempresas, pequenas e médias empresas agrupadas por setor. Este artigo trata dos resultados da avaliação de tais finanças como o resultado financeiro líquido das empresas, a proporção de empresas lucrativas e deficitárias, a rentabilidade dos produtos fabricados e vendidos, os níveis atuais de lucros e perdas, respectivamente, por lucro e perda empresa de fabricação. A dinâmica de tais finanças durante o período de 2010 a 2014 foi apresentada. Relatórios contábeis e estatísticos foram usados como dados de entrada. No decorrer desta pesquisa, ficou provado que, durante esse período, as empresas lucrativas representavam cerca de 80%. No entanto, o nível de lucratividade não dependia do tamanho de uma empresa. A maior proporção de empresas lucrativas foi observada em setores como educação e comércio. O resultado financeiro líquido por empregado nas microempresas foi significativamente superior ao das médias empresas e pequenas empresas. Os resultados deste estudo podem ser usados para validar planos e programas de desenvolvimento de negócios para várias regiões e setores da economia russa

The inversion of correlation between γ-effect values and dihedral angle: nontraditional chairboat conformational equilibrium in seven- and eight-membered dithioacetals

13C NMR γ-anti effect data versus dihedral angle RCXC (X=O, S; R=Me, Ph, t-Bu) in a series of six eight-membered cyclic acetals and dithioacetals are summarized. The inversion of Lambert's correlation, determined for carbocycles, has been derived. X-Ray data for chair and boat forms of eight-membered cyclic dithioacetals is presented and the equilibrium of these structures is discussed. © 1989

Aromaticity in a Surface Deposited Cluster: Pd4_4 on TiO2_2 (110)

We report the presence of \sigma-aromaticity in a surface deposited cluster, Pd$_4$ on TiO$_2$ (110). In the gas phase, Pd$_4$ adopts a tetrahedral structure. However, surface binding promotes a flat, \sigma-aromatic cluster. This is the first time aromaticity is found in surface deposited clusters. Systems of this type emerge as a promising class of catalyst, and so realization of aromaticity in them may help to rationalize their reactivity and catalytic properties, as a function of cluster size and composition.Comment: 4 pages, 3 figure