Characteristics of the enterprise in the short and long term. Production costs in the short and long run.
In the long run, when firms can change all factors of production, the principle of "economies of scale" applies. If, with a given technology, an increase in output is carried out due to a proportional increase in all the resources used, then there is a change in the scale of production. The original function has the form: Q1 = ƒ (K, L).
After increasing the resources by N times, the function becomes dependent
Q2 = ƒ (NK, NL), while the growth in production volumes is as follows:
· if with the growth of factors of production by N times the output also increased by N times, i.e. Q2 = NQ1, then there is constant returns to scale;
· if output increases by less than N times, i.e. Q2< NQ1, то это случай убывающей отдачи от масштаба;
· if output has increased by more than N times Q2 > NQ1, then there is increasing returns to scale.
In the short term, labor is a variable factor, and capital is a constant one, so the line of growth (the line of development of the firm and the increase in production volumes) can be represented by a ray parallel to the axis of the variable factor.
Production costs in the short run
The cost of producing a product by a given firm depends not only on the prices of the necessary resources, but also on the technology - on the amount of resources that is needed for production. It is this, that is, the technological aspect of cost formation, that interests us in this moment. In the short run, a firm can change its output by combining a changing amount of inputs with fixed capacities.
Law of diminishing returns
This law states that, starting from a certain moment, the successive addition of units of a variable resource (for example, labor) to an unchanged, fixed resource (for example, capital or land) gives a decreasing additional, or marginal, product per each subsequent unit of the variable resource.
The dynamics of average productivity also reflects that "arc" relationship between variable inputs of labor and the volume of production, which is characteristic of marginal productivity. However, attention should be paid to one circumstance concerning the ratio of marginal and average productivity: where marginal productivity exceeds the average, the latter increases. Wherever marginal productivity is less than average productivity, average productivity declines. It follows that the marginal productivity curve intersects the average productivity curve just at the point at which the latter reaches its maximum. This relationship is mathematically inevitable. If you add to the sum a number that exceeds the average of its constituent values, then this average should increase. And if the number added to the sum of the magnitudes is less than their average, then this average necessarily falls. The average level of a number of quantities grows only under the condition that the gain from the use of an additional (marginal) unit of the resource turns out to be greater than the average of all previous gains. If the added value turns out to be less than the "current" average, then the average will pull down as a result. In our example, the average productivity will rise as long as the value of the product added by the additional workers to the total output exceeds the value of the "average product", or the average productivity of the previously employed workers. Conversely, an additional worker will tend to lower the "average product" or productivity if the amount he adds to the total output is less than the "average product".
The law of diminishing returns finds its embodiment in the form of all three curves
Moving cost curves
Changes in either resource prices or production technology lead to shifting cost curves. For example, if fixed costs were higher, then the APC curve in Figure 4 would shift upward. The ATC curve would also be higher on the graph, since AFCs are integral part ATS. The location of the AVC and MC curves would remain the same, since it depends on the prices of variable rather than fixed resources. Therefore, if the price of variable resources increased, the AVC, ATC and MC curves would shift upwards, while the APC curve would remain in the same place. A fall in the prices of fixed or variable inputs would shift the cost curves in the opposite direction as described.
In the case of the discovery of a more efficient production technology, the efficiency of the use of all resources would increase.
The trajectory of the enterprise development. Isoclinal as a graphical representation of the development of production capacities.
In order to present the prospects for the development of the enterprise in the long term, it is necessary to imagine how the volume of production of the product will increase and, accordingly, the cost of acquiring two variable factors. The task for the manufacturer at each stage of production growth remains the same: it is necessary to optimize the costs of factors x and y and “link” them with the budgetary capabilities of the enterprise (Fig. 76).
Connecting the points of contact of isoquants with isocosts, we obtain the expansion trajectory economic activity firm or the trajectory of development of the production activity of the enterprise (in Fig. 76 - indicated by the arrow OK).
Firm growth line (isocline): a line that defines the set of optimal production volumes of the firm as a set of touches of the isocost and isoquant maps. The isocline shows the optimal production volumes of the firm at different production capacities.
Series
"Working with Gifted Children"
Trajectory individual development
elementary school student
"Steps of Growth"
Compiled by:
Malafeeva E.K., Golubeva K.A.
teachers primary school
INTRODUCTION
Success - It is not simple good result any work. Success is a state of a person, a qualitative characteristic of activity, a feeling of self-confidence, a high positive assessment of oneself. The feeling of success arises in a personachieving complete physical, mental and social well-being.
What is the secret to junior high school success?
First, success lies in a special educational environment. A successful student can only become an educational environment that is able to ensure the observance of his rights, create comfortable conditions for education.
Secondly, in health-saving technologies and student-centered approaches that the teacher implements, the student receives additional features ability development.
Thirdly, the effective implementation of the technology of individual support of the student - a decisive condition for learning, ensuring the favorable development of the personality of the younger student, depends on the personality of the teacher, his position in relation to the child.
Fourth, the level of development of his motivation determines the success of a younger student. The perception of younger students about their high abilities is what provides motivation for learning to a much greater extent than the true level of these abilities. It may be high, as are the grades, but it does not motivate you to succeed in your studies. The level of intelligence may be low, but if the level of "I can" is high, the student will learn with pleasure. His sense of success will be not only formal (according to estimates), but also emotional. Such students feel good in school, as they feel successful.
The trajectory of the individual development of the student
« Growth Steps»
an example of an individual development trajectory of one student with signs of giftedness in mathematics for 4 years
An individual development trajectory of a junior student or an individual educational route is a personal way of realizing the personal potential of a gifted student in the educational process. An individual educational trajectory is an effective means of shaping a child's emotional-volitional sphere through the development of his reflexive skills.
This route can be designed in a notebook, album, on separate sheets. It can be conducted by the student himself or together with the teacher or parents. This trajectory can be used by every student for self-development and self-improvement.
Step 1 - Who am I?- represents the starting capabilities of the child, his personal characteristics and diagnostics, with the help of which they can be identified and identified. Here are the drawings of the child, questionnaires and questionnaires.
2 step - "Test of strength"- reflects the participation of the child in various olympiads, competitions and is a table in which everything is recorded. During 4 years of study, the student, together with the teacher, fills in the table, showing the participation in the Olympiads and the result in color.
Step 3 - What do I want to achieve?- fixes the goals of the child's activity, his choice at certain stages of education. In color, he shows the most significant for him in this period and adds his own.
4th step - "My way"- reflects the content of the student's educational route and is developed jointly with the teacher. The result of the work is the output to the creation of the project.
5th step - "My project" -reflects the project work plan and its implementation. The teacher advises and helps to draw up a plan of work on the project, supports during its implementation.
6 step - "My achievements"- reflects the level of achievement and is a table in which the student marks his achievements with a sign (+, -, v ..). The table of achievements can be compiled for a year, half a year, amended, supplemented.
7 step - "How I have changed"- awareness of the past and achieved, their efforts expended on the educational route. Represents diagrams in which the student marks the results with a sign (+, -, v ...). On the free charts he can write down his progress.
Who am I"
- drawing "My family";
- drawing "My class";
- drawing "My crew";
- drawing "My friends";
- drawing "My favorite pastime";
- questionnaire for children of primary school age;
- questionnaire "Cognitive and creative interests of parents";
- questionnaire “Is “free time” free?”;
- questionnaire "Choosing favorite activities in the lesson."
test of strength
I mark participation, success and victory in different colors in the table.
4th grade |
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3rd grade | 4. participation in EST |
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Grade 2 | 1. participation in the school olympiad in mathematics 2. participation in the mathematical game "Kangaroo" 3. participation in the Olympiad "Knowledge and Creativity" 4. Participation in Scrabble Student Marathon 5. preparation of mental counting for a math lesson | 5. participation in school scientific and practical conference"Behind the Pages of the Textbook" 7. work as a consultant in the classroom 8. issue of a newspaper for the week of mathematics at school. |
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1 class | 1. participation in the school olympiad in mathematics 2. participation in the school scientific and practical conference of students elementary school"Behind the Pages of School Books" 3. participation in the mathematical game "Kangaroo" 4. preparation class hour"Bird Arithmetic" | 7. work as a consultant in a microgroup | |
1.participation in the school mathematics olympiad 2. participation in the work of the school scientific and practical conference of primary school students "behind the pages of school books" |
What am I aiming for Choose from what is offered consider it important to you. Write down your goals. |
really want to |
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interesting |
|
I'll try |
My way
I always have a choice of what to do, and I am in search.
1. Search for books, magazines with non-standard tasks in mathematics together with parents, teacher and librarian.
- Creation of a catalog of publications with tasks of a non-standard type.
- Decision logical tasks.
- Acquaintance with the biography of outstanding mathematicians.
- Exchange of assignments with classmates, students of other schools and cities via the Internet.
- Creation of the project "Mathematical Kaleidoscope".
My project
I am interested in the problems of the world around me, and I try to solve some of them that I can do. Together with the teacher, I master design - I develop a project, defend it and, if possible, implement it.
Material demonstration form | Timing |
|
1. Goal setting. 2. Mastering the techniques of working with literature, including popular science publications. 3. The study of newspaper design techniques. 4. Studying the possibilities and interests of classmates (interviews, monitoring, questioning) 5. Presentation of the accumulated material to the students. 6. Learning how to solve logical problems of classmates. 7. Analysis, classification and selection of material for the newspaper. 8. Protection of the project. | Exhibition design for books and magazines Multi-level tasks for microgroups Using material to organize oral counting and class hours Consultations, oral journals. Mathematical five minutes Class asset consultation Newspaper introduction | September During a year Weekly September-December September-December September-December January February |
My achievements
What level do you think you have reached. Mark in the table with a sign + ,- ,v...
I can | At the general level | At an elevated level |
Make written calculations | ||
Solve common tasks | ||
Solve problems of increased difficulty | ||
Work independently in class | ||
Independently prepare an oral answer to the teacher's question | ||
Find information in reference books or other sources | ||
Make oral or written communications on a topic | ||
Work in a group of students, perform collective tasks | ||
Get your classmates interested in math |
How have I changed
success
An individual development trajectory is a good assistant in the upbringing and education of children. Composing an individual trajectory with children, working on it, we noticed how it helps in identifying the creative abilities of children, their inclinations, interests, aspirations. Constantly returning to the intended goals, analyzing their achievements, the student involuntarily engages in self-education, self-improvement, and becomes more independent. Working on a project, preparing material for classmates, feeling their support, the child feels the significance of his work, the desire to do the job even better. Children, who made their own developmental trajectories, achieved more significant results in their studies, became more organized, more inquisitive, they participated in the Olympiads with pleasure and achieved success in them.
We think that work on individual development trajectories in primary school will help children plan and organize their work in the future, realistically assess their capabilities and prospects, set goals and objectives and find ways to solve and achieve them.
Tenyunina I.A.
Postgraduate student of the Department of Pedagogy, Ishim State Pedagogical Institute. P.P. Ershov"
THE TRAJECTORY OF PROFESSIONAL DEVELOPMENT OF STUDENTS AS A PEDAGOGICAL CATEGORY
annotation
The article discusses approaches to the definition of the category trajectory professional development students during their studies at the university, a number of good reasons are given for clarifying this concept. And also the very definition of the trajectory of professional development of students is considered, since. it has no generally accepted meaning and is constantly changing under the influence of various scientific approaches. In this article, the trajectory of students' professional development will be understood as the process of self-development, self-education and personality transformation, building the construct of one's professional "I", including readiness in the process professional activity successfully adapt to the changing conditions of the professional and pedagogical environment.
Keywords: professional development, trajectory of professional development.
key words: professional development, trajectory of professional development.
The modern conditions of a rapidly changing society impose ever-increasing demands on the improvement of the theoretical and practical training of teachers who are able to productively solve problems related to the socialization and adaptation of young people to the modern realities of life in society. At the same time, it is important to support the future specialist in his professional development, for example, by building an individual trajectory of the student's professional development during the period of professional training at a university at an early stage of professionalization. When laying the foundation for future professional growth, keep in mind that different people reach the stage of adulthood, differing from each other in the level of their health, formed personal properties and, above all, the motivational-need sphere and character. And since their viability is different, and in terms of the content, intensity and dynamism of the manifestations of their motivational-need areas are not the same, just as the development of general and special abilities is not the same, expressed in the degree of success in acquiring knowledge, skills and abilities and operating them, they are always more or less degrees differ from each other and as subjects of activity. Thus, the possibilities for further development as individuals, personalities and subjects of cognition, communication and labor will also not coincide. In this regard, the trajectories of personal professional development for all students will be different.
Let's turn to the concept of "trajectory". S.I. Ozhegov in the explanatory dictionary of the Russian language defined the concept of "trajectory" as "the line of motion of something". Movement in the development of a person is his formation, the formation of personal qualities, the designation of his present and orientation towards a future goal. Development occurs in activities that modern science regarded as a system included in public relations. According to A.N. Leontiev, human activity does not exist outside of these relations. The main type of human activity is labor, namely, professional activity. Since a person is a social being, it is also commonly believed that the development of a personality occurs in the process of its socialization and upbringing. Being an object social impacts he is, first of all, a subject of social development, as well as an active subject of self-development, including self-education. The process of socialization does not stop even in adulthood, it continues continuously throughout a person's life. From a pedagogical point of view, socialization is the process and result of the assimilation and subsequent active production of social experience by the individual. In this process, education has a practical and symbolic meaning. The practical value of education is reflected in specific knowledge, skills and abilities, the symbolic value is reflected in the social prestige of education. Socialization cannot take place without the inclusion of the subject in an active activity process, which plays an important role in its development. S.L. Rubinstein noted that a person should always face tasks that are significant for him, in the solution of which he should be included. Only through vigorous activity can a person achieve success in the professional sphere. The professional growth of the individual is carried out through the gradual accumulation of experience in interaction with the surrounding society, the assimilation of social forms of consciousness and behavior. Speaking about socialization, we note that this process leaves an imprint on professional development, since in general professional development is the assignment of various aspects of labor (professional roles, motivation, knowledge, skills, experience), that is, it is a socialization process that occurs in ontogenesis human, aimed at appropriating to them various aspects of the world of work. Basic driving force professional development is the desire of the individual to integrate into the social context based on the identification of social groups and institutions. The beginning of active professional development is the acceptance by the individual of professionalization as a vital task, its personal and semantic "embedding" in the general life plan.
Having considered some aspects of the concepts of "personal development" and "professional development", we decided that the internal development of the personality is accompanied by external influence, which can be defined as the basis for modeling a certain vector, trajectory of development, including professional development.
E.F. Zeer determines the movement of an individual in a developing professional space by the following three factors:
- age-related changes that determine the periodization of personality development;
– a system of continuous education;
– leading professionally oriented activity.
The mutual influence of these three factors is the professional development of the individual - the movement of the individual in the vocational educational space and time of professional life. It covers the period of personality development from the beginning of the formation of professional interests and inclinations to the end of a professional biography. E.F. Zeer notes that “the individual trajectory of the professional development of a personality is characterized by a change in the direction of the development vector, due to the violation of a consistent, linear, ordered process of professional development and the formation of moments of instability (bifurcation points). The "violators" of evolutionary development are psychological barriers: maladaptation, crises, deformations, professionally conditioned accentuations, social and professional incidents, unfavorable combination of circumstances, accidents. The area bounded by these coordinates forms the personal and professional potential of a person.
A professional space for a student is studying at a university. The establishment of patterns of professional development of the personality of a future specialist is determined, on the one hand, by the content and organization of the educational process, and on the other hand, by subjective factors. While studying at a university, the student, consciously or not, changes himself. Some qualities arise, develop, begin to dominate or weaken, others cease to play their due role. In this process, it is necessary to find certain methods of educational work so that the professional development of students is not spontaneous, but goes under the guidance in line with their own trajectory determined for each student. One cannot but agree with the idea of F.I. Peregudov that: “Since any personality is unique, then ideally, each person has the right to a friendly education system, promotion along his “own educational trajectory”, which is not alien to an individual approach, constant psychodiagnostic and career guidance support” . Of interest is also the point of view of T.A. Makarenko, who considers the individual trajectory of the student's professional development as a way of self-development of the individual in future professional activities through the creation of a professional environment, the organization of psychological and pedagogical support, assistance in professional growth, based on the manifestation of individual personality traits.
Consideration of the above points led us to the formulation of the concept of an individual trajectory of a student's professional development, which we understand as a process of self-development, self-education and personality transformation, building a construct of one's professional "I", including the readiness in the process of professional activity to successfully adapt to the changing conditions of the professional and pedagogical environment . In our study, we proceed from the fact that a professional field university, that is, an appropriately organized educational process, becomes an external regulator in relation to each student. The opportunity to become a subject of educational and professional activity occurs in the process of transition from external regulators to internal ones. The effectiveness of this process also depends on external conditions and from the internal subjective positions of the student, which develop during the period of study. The development of the student's subjective position includes: the formation of the skills of self-knowledge, reflection, empathic ability, communication skills; mastering the values and meanings of educational activities, strengthening personal and professional self-realization. Subjectivity is the highest level of student activity and is reflected in the direction and awareness of his activity, in his ability for self-development. All these moments, as we see it, should be formed on the basis of individual programs of personal and professional self-development, as well as due to the strengthening of the role of the educational process, psychological and pedagogical support and increasing the importance of students' personal and professional positions.
Literature
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3. Zeer, E.F. Vocational and educational space of personality: a synergistic approach [Text] / E.F. Zeer // Education and Science - 2003. No. 5. - P. 79 - 90.
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In the modern philosophy of education, it is important to comprehend a number of approaches to the problem of individual development. The greatest attention is paid to competence-based, personality-oriented approaches and - development along an individual trajectory. 1 - the competence-based approach contains the main provisions for the training of a specialist at the request of the company; 2 - a personal approach in education studies the conditions for the formation of a personality in society, the requirements for the conditions necessary to ensure the personal development of a person in a social environment; 3 - development by a person in the process of formation of an individual development trajectory.
Content of education young specialist in modern Russia reflects the leading lines of development of its culture. A young person becomes a carrier of culture, broadcasting it to the next generation. To do this, it is necessary to master the competencies corresponding to the most significant areas of contemporary culture for his specialty. Specialists in the education system receive an order from the state and the public to develop qualification standards for various professions that contain requirements for competencies. The level of human development in the coordinate of competence is measured from a certain point, and is measured within the limits approved and accepted by the professional community, corresponding to qualification standards. At the same time, the competency-based approach does not provide a holistic system of knowledge and integrity. personal development individual .
We find the prerequisites for a personality-oriented approach in the works of Helvetius, Kant, E.V. Ilyenkov and other classics of philosophy, who proved that the spiritual state of a person is a product and result of education in society. The natural inclinations of a person become personal abilities only as a result of life in society. Mental functions are not only "trained", but for the first time are born, arise, form, and then develop up to the highest levels of this development - to the phase of personality, to the phase of talent in society. It is shown that personality is generated in a social organism. Man owes the formation of his personality exclusively to his own work, his own activity, his own social history. The position of a person on the coordinate of personal development is determined by the presence of a “coincidence of random circumstances”, more or less favorable for human development.
The decisive role of the individual in constructing the trajectory of his own development is given by the fact that a person is given his individual consciousness. The study of the spiritual foundations of society shows that the formation of a person's life trajectory, in addition to social circumstances, is under the constant control of his own consciousness and awareness of his unique features, which are used as an individual resource in achieving life goals. An individual trajectory becomes possible for a person who is internally ready to independently and consciously set a goal, design and implement models of his professional and personal development. The individual trajectory of human development, each subsequent point of this trajectory correlates with the formation of human consciousness, with the construction of an individual picture of the world. Carrying out his holistic development, the individual goes through a trajectory in the personal-competence space of society. The nature of the individual development trajectory in the personality-competence coordinates is determined by the interaction real forces: external influence from society and the natural spiritual forces of the individual.
Bibliographic link
Kuznetsova A.Ya. INDIVIDUAL TRAJECTORY OF DEVELOPMENT IN COORDINATES PERSONALITY - COMPETENCE // International Journal of Experimental Education. - 2014. - No. 8-3. - P. 110-111;URL: http://expeducation.ru/ru/article/view?id=5973 (date of access: 04/29/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
