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3 OK OK-1 OK-2 OK-3 GPC GPC-1 GPC-2 GPC-3 PC GENERAL CULTURAL COMPETENCES OF THE GRADUATE Ability for abstract thinking, analysis, synthesis Willingness to act in non-standard situations, bear social and ethical responsibility for the decisions made Readiness for self-development , self-realization, the use of creative potential Willingness to communicate in oral and written forms in Russian and foreign languages to solve the problems of professional activity know: trends specific to their professional activities; be able to: use new knowledge and skills; possess: the skills of independent acquisition of new knowledge in the field of their professional activity; know: the classification of organizational and managerial; be able to: assess the consequences of organizational and managerial decisions; be able to: develop their general cultural and professional level; own: the ability to independently master new research methods; GENERAL PROFESSIONAL COMPETENCES OF A GRADUATE to know: grammatical foundations of a foreign language; terminology necessary for business communication; tools necessary to prepare for public business and scientific communications; be able to: use a foreign language for professional communication; to prepare and speak at public, incl. and scientific events; know: a foreign language as a means of professional communication; public business and scientific communications skills; Willingness to lead a team in the field of their professional activity, tolerantly perceiving social, ethnic, confessional and cultural differences Ability to conduct independent research, substantiate the relevance and practical significance of the chosen topic of scientific research differences; be able to: manage organizations, divisions, groups (teams) of employees, projects and networks, tolerantly perceiving social, ethnic, confessional and cultural differences; possess: the skills of building all business processes of the organization, taking into account the tolerant perception of social, ethnic, confessional and cultural differences; know: the essence of general scientific methods of induction and deduction; an algorithm for constructing a research program in the field of one's professional activity; be able to: substantiate the relevance, theoretical and practical significance of the chosen topic of scientific research; conduct independent research in accordance with the developed program; own: the skills of analyzing scientific research and applying methods of induction and deduction to determine the significance of the work; skills of independent development of the research program; PROFESSIONAL COMPETENCES OF A GRADUATE

4 PC-1 PC-2 PC-3 PC-4 PC-5 PC-6 Ability to manage organizations, divisions, groups (teams) of employees, projects and networks Ability to develop corporate strategy, organizational development and change programs and ensure their implementation Ability to use modern methods of corporate finance management for solving strategic problems Ability to use quantitative and qualitative methods for applied research and business process management, prepare analytical materials based on the results of their application Possession of methods of economic and strategic analysis of the behavior of economic agents and markets in a global environment Ability to use modern methods corporate finance management for solving strategic problems know: the theoretical foundations of systems management; be able to: manage organizations, divisions, groups (teams) of employees, projects and networks; to possess: the skills of building all business processes; to know: the essential and content characteristics of the corporate strategy; theoretical aspects of organizational development; be able to: develop a corporate strategy; develop programs for organizational development and change; possess: the skills of analyzing factors of the external and internal environment; modern technologies for developing a corporate strategy; skills to ensure the implementation of organizational development programs; know: methods of corporate finance management be able to: use modern methods of corporate finance management to solve strategic problems; own: modern technologies of corporate finance management; know: quantitative and qualitative methods for scientific research; a set of materials, features of their compilation and approval, necessary for managing business processes to be able to: use various methods for conducting research; prepare analytical materials for business process management; possess: business process management skills; skills for evaluating the effectiveness of business process management; know: the activities and behavior of economic agents; the essence of strategic analysis; be able to: analyze trends in the behavior of economic agents and in changes in the state of markets; apply methods of strategic analysis in professional activities; own: methods of economic analysis of the behavior of economic agents and markets in the global environment; methods of strategic analysis; know: methods of corporate finance management be able to: use modern methods of corporate finance management to solve strategic problems; own: modern technologies of corporate finance management;

5 PC-7 PC-8 PC-9 PC-10 PC-11 The ability to summarize and critically evaluate the results of research on topical management problems obtained by domestic and foreign researchers The ability to present the results of the study in the form of a scientific report, article or report The ability to substantiate the relevance, theoretical and practical significance of the chosen topic of scientific research The ability to conduct independent research in accordance with the developed program The ability to develop curricula and methodological support for management disciplines, as well as apply modern methods and techniques in the process of teaching them know: the results of domestic and foreign researchers in the field of their professional activities; be able to: identify and formulate actual scientific problems; possess: the skills of generalization and critical evaluation of the results obtained by domestic and foreign researchers; know: the structure of a scientific report, article and report; be able to: present the results of the study in the form of a scientific report, article or report; own: modern technologies that contribute to the preparation of the presentation of research results; know: the essence of general scientific methods of induction and deduction; be able to: substantiate the relevance, theoretical and practical significance of the chosen topic of scientific research; own: the skills of analyzing scientific research and applying methods of induction and deduction to determine the significance of the work; know: the algorithm for building a research program in the field of their professional activities; be able to: conduct independent research in accordance with the developed program; possess: the skills of independent development of the research program; know: modern methods and techniques of teaching management disciplines; essential-content characteristics of the materials that provide the teaching process; develop curricula and methodological support for teaching management disciplines; be able to: put into practice modern methods and techniques of teaching management disciplines; possess: the skills of teaching management disciplines; modern technologies that contribute to the preparation of materials that support the teaching process. Head of the Department of Management Theory and Business Technologies, Head of the Master's Program "Business Management", Doctor of Economics, Professor V.V. Maslennikov

Correspondence table of competencies in the direction 38.04.02 Management (Master's level) from FSES HPE to FSES HE Competence code for FSES HE (3+) OK-1 OK-2 OK-3 Name of competence (3+) to abstract

Description of the educational program 1 General provisions Educational program implemented by FGAEI HE "Siberian Federal University" in the field of study 38.04.02 "Management", training program

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Annotation of the work program of the discipline "Human Resource Management" 1. Goals and objectives of the discipline. 1. Mastering by students of theoretical knowledge in the field of managing people in an organization.

Name Educational practice Types (types), Types (types): educational; forms and Forms: research, in accordance with the educational program for the preparation of the master of the direction of preparation 38.04.02

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Annotation OEP The main educational program for the preparation of masters in the direction 38.04.01 "Economics" profile "Marketing and Economics Hi-Tech" 1) Qualification characteristics of the graduate of the program

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Table of contents Table of contents... 2 1. General provisions... 3 2. Characteristics of the professional activity of a graduate of the Master's program "Management"... 5

A graduate of the master's program must have the following general cultural competencies (CC): OC - the ability to abstract thinking, analysis, synthesis OC - the willingness to act in non-standard

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Ivanovo State University Curriculum approved by the Academic Council of IvSU

Accredited private institution of higher education "Moscow Finance and Law University" Volgograd branch Main educational program of higher education Area of study

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Competency codes OK OK-1 OK-2 OK-3 GPC GPC-1 Competency name Ability for abstract thinking, analysis, synthesis

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MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION DEPARTMENT OF SCIENTIFIC AND TECHNOLOGICAL POLICY AND EDUCATION FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "KOSTROMSKAYA"

Ministry of Agriculture of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education INSTITUTE OF MANAGEMENT Educational program

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B1.V.OD.2 Methodology and research methods in economics The purpose of the discipline: The purpose of studying the discipline "Institutional Economics (advanced level)" is to form a theoretical base (conceptual

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Master's program "Project management of sustainable development" Direction: 38.04.02 Management. Orientation (profile) of the educational program: Project management of sustainable development. Program

Use new knowledge and skills in practice, including in new areas of knowledge not directly related to the field of GPC-1 ability to use knowledge of fundamental sciences in

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1 Annotations to the work programs of the practices of the OPOP "Economics of the Firm and Industry Markets" in the direction of preparation 38.04.01 Economics of the discipline (module) Competences Training practice for obtaining primary

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Contents Annotations of practices and GIA: 1. Research work 3 2. Industrial practice, incl. undergraduate practice 3 3. Educational practice with elements of research activities

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1. Calendar study schedule September October November December January February March April May June July August Mon 1-7 8-14 15-1 - 8 9-5 6-1 13-19 0-6 7-3 - 9 10-16 17 -3 4-30 1-7 8-14 15-1 - 8 9-4 5-11

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B2.P Production practice of professional activity and willingness to bear responsibility for them (GPC-4). - professional: settlement and economic activity is able to collect and analyze

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The purpose of the EP: the formation of general cultural, general professional and professional competencies in accordance with the requirements of the Federal State Educational Standard of Higher Education in this area of training, necessary to solve the problems of professional

Practice programs (abstracts) research work (R&D)" includes educational, industrial

AUTONOMOUS NON-PROFIT EDUCATIONAL ORGANIZATION OF HIGHER EDUCATION OF THE CENTROSOYUZ OF THE RUSSIAN FEDERATION "RUSSIAN UNIVERSITY OF COOPERATION" Krasnodar Cooperative Institute (branch) DESCRIPTION OF EDUCATIONAL

OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.

OK 2. Organize their own activities, choose standard methods and methods for performing professional tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and be responsible for them.

OK 4. Search and use the information necessary for the effective implementation of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team and in a team, communicate effectively with colleagues, management, consumers.

OK 7. Take responsibility for the work of team members (subordinates), for the result of completing tasks.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.

OK 9. Navigate in conditions of frequent change of technologies in professional activity.

OK 10. Perform military duty, including with the application of acquired professional knowledge (for boys).

Codes and names of professional competencies

PM 01. Development of software modules for computer systems.

PC 1.1. Perform the development of specifications for individual components.

PC 1.2. Carry out the development of software product code based on ready-made specifications at the module level.

PC 1.3. Perform debugging of program modules using specialized software tools.

PC 1.4. Perform testing of software modules.

PC 1.5. To optimize the program code of the module.

PC 1.6. Develop design and technical documentation components using graphic specification languages.

PM 02. Development and administration of databases.

PC 2.1. Develop database objects.

PC 2.2. Implement a database in a specific database management system (DBMS).

PC 2.3. Resolve database administration issues.

PC 2.4. Implement methods and technologies for protecting information in databases.

PM 03. Participation in the integration of software modules.

PC 3.1. Analyze design and technical documentation at the level of interaction between software components.

PC 3.2. Perform integration of modules into the software system.

PC 3.3. Perform software debugging using specialized software tools.

PC 3.4. Develop test suites and test scripts.

PC 3.5. Inspect software product components for compliance with coding standards.

PC 3.6. Develop technological documentation.

PM 04. Performance of work in one or more professions of workers, positions of employees.

Appendix 2

Schedule

completion of the final qualifying work

for 2014-2015 academic year

Specialty 230115 "Programming in computer systems"

Appendix 3

WRC evaluation criteria

Criteria	Indicators
unsatisfactory	Satisfactorily	Good	Excellent
Relevance Competences such as: OK 1 should be reflected; OK 4; OK 5; OK 7	The relevance of the study is not specifically substantiated by the author. The goal is formulated, the tasks are not accurate and not complete, (the work is not credited - revision is required). The goals and objectives of the work are unclear (or they exist, but are absolutely not consistent with the content)	The relevance is either not formulated at all, not formulated in the most general terms - the problem has not been identified and, most importantly, has not been argued (not justified with references to sources). The goal, objectives, subject, object of research, methods used in the work are not clearly formulated	The author substantiates the relevance of the research direction in general, and not his own topic. The purpose, tasks, subject, object of research are formulated. The topic of the work is formulated more or less accurately (that is, it reflects the main aspects of the topic being studied).	The relevance of the research problem is substantiated by the analysis of the state of reality. The purpose, tasks, subject, object of research, methods used in the work are formulated.
Logic of work Competences such as: OK 2 should be reflected; OK 3; OK 5; PC 1.1; PC 1.2; PC 1.3; PC 1.4; PC 1.5; PC 1.6; PC 2.1; PC 2.2; PC 2.3; PC 2.4; PC 3.1; PC3.2; PC 3.3; PC 3.4; PC 3.5; PC 3.6	The content and theme of the work do not agree well with each other.	The content and theme of the work are not always consistent with each other. Some parts of the work are not related to the purpose and objectives of the work	The content of both the whole work and its parts is related to the topic of the work, there are slight deviations. The logic of the presentation, in general, is present - one provision follows from the other.	The content of both the whole work and its parts is related to the theme of the work. The topic is formulated specifically, reflects the direction of the work. In each part (chapter, paragraph) there is a rationale why this part is considered within the framework of this topic
Terms Such competencies as: OK 3 should be reflected; OK 4; OK 5; OK 6; OK 8	Work submitted late (more than 5 days delay)	The work was submitted late (more than 3 days delay).	The work was delivered on time (or with a delay of 1-2 days)	Work completed within all deadlines
Independence in work Competences such as: OK 1; OK 3; OK 4; OK 5; OK 6; OK 7; OK 10; PC 1.1; PC 1.2; PC 1.3; PC 1.4; PC 1.5; PC 1.6; PC 2.1; PC 2.2; PC 2.3; PC 2.4; PC 3.1; PC3.2; PC 3.3; PC 3.4; PC 3.5; PC 3.6	Most of the work is written off from one source, or borrowed from the Internet. The author's text is almost absent (or only the author's text is present.) The supervisor does not know anything about the process of writing the work by the student, the student refuses to show drafts, notes	Independent conclusions are either absent or present only formally. The author is not well versed in the subject, gets confused in the presentation of the content. Excerpts that are too large (more than two paragraphs) are rewritten from sources.	After each chapter, paragraph, the author of the work draws conclusions. The conclusions are sometimes too vague, sometimes not related to the content of the paragraph, chapter The author does not always reasonably and specifically express his opinion on the main aspects of the content of the work.	After each chapter, paragraph, the author of the work draws independent conclusions. The author clearly, reasonably and specifically expresses his opinion on the main aspects of the content of the work. From a conversation with the author, the supervisor concludes that the student is quite fluent in the terminology used in the WRC
Design of work Competences such as: OK 3 should be reflected; OK 4; OK 5; OK 6.	Lots of formatting violations and low link culture.	The presented WRC has deviations and does not fully meet the requirements	There are some shortcomings in the design of the work, in the design of links.	All rules of registration of work are observed.
Protection of work Competences such as: OK 1; OK 2; OK 3; OK 4; OK 5.	The author is completely unfamiliar with the terminology of the work.	The author, in general, owns the content of the work, but at the same time finds it difficult to answer questions from members of the SEC. Makes inaccuracies and mistakes in interpreting the main provisions and results of the work, does not have his own point of view on the research problem. The author showed a weak orientation in those concepts, terms that she (he) uses in her work. The defense, according to members of the commission, was confused, uncertain and indistinct.	The author is quite confident in the content of the work, basically answers the questions posed, but allows minor inaccuracies in the answers. Uses visual material. The defense went well, according to the commission (the logic of the presentation, the appropriateness of the use of clarity, knowledge of terminology, etc. are assessed).	The author confidently owns the content of the work, shows his point of view, based on the relevant theoretical provisions, competently and meaningfully answers the questions posed. Uses visual material: presentations, diagrams, tables, etc. The defense was successful from the point of view of the commission (the logic of presentation, the appropriateness of using visualization, knowledge of terminology, etc. are assessed).
Job evaluation	A mark of "2" is given if the student reveals a lack of understanding of the content of the research and the inability to apply the knowledge gained in practice, builds the defense incoherently, makes significant mistakes, in the theoretical justification that cannot be corrected even with the help of the members of the commission, the practical part of the WRC has not been completed. The work does not trace the use of general and professional competencies.	Grade "3" is given if the student has a low level of command of the methodological apparatus of the study, makes inaccuracies in the formulation of the theoretical provisions of the final qualification work, the material is not presented coherently, the practical part of the WRC is performed poorly. The work is not aimed at a competency-based approach, most of the general and professional competencies are not reflected.	The grade "4" is given if the student has mastered the methodological apparatus of the research at a sufficiently high level, carries out a meaningful analysis of theoretical sources, but allows some inaccuracies in the theoretical justification or deviations in the practical part from the laws of the compositional solution. Almost all declared general and professional competencies are present in the work.	The grade "5" is given if the student has a high level of command of the methodological apparatus of the study, carries out a comparative analysis of different theoretical approaches, the practical part of the WRC is performed qualitatively and at a high level. Work sections contain general and professional competencies that correspond to the topic.

Appendix 4

Introduction

In modern conditions, not a model of narrowly professional training of a university graduate, focused on specific objects and objects of labor, is in demand, but a model of an integral type. In it, the goals, content and learning outcomes are formulated in a comprehensive manner, taking into account changes in professional activity and are aimed at developing a broad socio-professional competence of the graduate.

The concepts of "competence" and "competency" are the main units of updating the content of education. Competences are a combination of characteristics related to knowledge and its application, to motives, values, skills, and experience. According to the position of Frolov Yu.V. and Makhotina D.A. “competence” is defined as a subject area in which an individual is well-informed and shows a willingness to perform activities. Unlike the term "competence", "competence" is the formed ability of a graduate to act in various spheres of life and in a professional field. It turns out that these concepts are much broader than the concepts of "knowledge", "skills", "skills", as they include the orientation of the individual (motivation, value orientations) and her ability to show insight, flexibility of thinking, independence, purposefulness, volitional qualities.

The object of the course work is the Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor".

The subject is the specific competencies of the standard.

The purpose of this course work is to analyze the competencies of the educational standard in the direction of "Psychological and pedagogical education" qualification "bachelor".

1. Give a description of each analyzed competence.

2. Describe the significance of each competence in obtaining education in the profile "Educational Psychologist".

3. According to the plan for the preparation of bachelors, consider in which academic disciplines each competence can be formed, how many hours are devoted to the study of this discipline.

4. To reveal the structure of each considered competence.

5. Describe the experience of psychologists in applying competencies.

Course work consists of introduction, main part, conclusion and list of references.

Competence OK-5

The competence of OK-5 is a general cultural competence:

"is able to consistently and competently formulate and express his thoughts, knows the Russian literary language, skills of oral and written speech, is able to speak in public and work with scientific texts."

The competence of OK-5 is understood as the possession of oral and written speech as forms of speech activity, the possession of speech genres and functional-semantic types of speech, as well as the use of the rules of modern speech etiquette.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates who have the skills to produce oral and written speech related to various functional and semantic types; owning the main speech genres; applying the skills of constructing texts of various functional and stylistic affiliation.

This competence is formed in the process of studying the disciplines of cycles B.1 and B.3:

Foreign language;

Russian language and culture of speech;

Culture and intercultural interaction in the modern world;

conflictology;

Pedagogical psychology;

Introduction to psychological and pedagogical activity;

Psychological and pedagogical support of developing educational programs;

Psychological service in education.

Competence structure “is able to consistently and competently formulate and express his thoughts, knows the Russian literary language, oral and written skills, is able to speak in public and work with scientific texts”:

The bachelor knows

Fundamentals of speech activity;

It is logically correct to build a composition of texts of different types, take into account the specifics of oral and written speech;

The skills of using speech genres and functional-semantic types of speech.

The work experience of psychologists in this competence OK-5 can be reflected in any activity of an educational psychologist, since it is important for a psychologist to correctly and consistently formulate and express his thoughts. It is also important for a psychologist to have a competent command of the literary language, oral and written speech skills. Proof of this is the large number of articles by psychologists published in various psychological journals.

In accordance with the requirements of the Federal State Educational Standard, students of educational institutions of primary and secondary vocational education must have general and professional competencies.

The Layout Standard (2008) defines the following lists of graduate general competencies

- initial vocational education:

OK 2. Organize their own activities, based on the goal and ways to achieve it, determined by the head.

OK 3. Analyze the working situation, carry out current and final control, evaluate and adjust their own activities, be responsible for the results of their work.

OK 4. Search for and use the information necessary for the effective performance of professional tasks.

- secondary vocational education:

OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.

OK 3. Solve problems, make decisions in standard and non-standard situations, bear responsibility for them.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, communicate effectively with colleagues, management and clients;

OK 7. Take responsibility for the work of team members (subordinates), for the result of the assignment.

- secondary vocational education (advanced level):

OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.

OK 2. Organize their own activities, choose methods and methods for performing professional tasks from known ones, evaluate their effectiveness and quality.

OK 3. Solve problems, assess risks, make decisions in non-standard situations.

OK 4. Search and use the information necessary for the effective implementation of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues.

OK 7. Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.

In accordance with the levels of formation of the subject of activity discussed above, the lists of general competencies that graduates who have mastered the basic professional program in the specialty of primary vocational, secondary vocational and secondary vocational (advanced level) should have need to be supplemented from the list of competencies considered by Zeer E.F.

The most harmoniously compiled list of competencies of a graduate of secondary vocational education (advanced level), aimed at the formation of such personality traits as independence, mobility, the ability to perform leadership activities.

However, this list of competencies, like the rest, must be supplemented with competencies that contribute to the development of the creative qualities of an individual, such as the ability to create a product that is novel, original, unique, as well as a competency that develops aesthetic sensitivity, a sense of beauty in reality, the ability to assimilate standards beauty and design, to feel the beauty of the created product of professional activity..

Such competence as the ability to use regulatory and legal documentation by profession, SES by profession, take into account safety standards and regulations is one of the key regulatory competencies, it is necessary to replenish the lists of general competencies of graduates of both primary vocational education and secondary vocational education with it.

The list of competencies of a graduate of primary vocational education, whose professional activity is mainly related to the performance of manual labor, must be supplemented with a competency that develops sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye, color discrimination, etc.).

The list of competencies of a graduate of secondary vocational education, whose professional activity is associated with the manifestation of creative abilities, must be supplemented with the ability to generate unusual, original ideas, deviate from traditional patterns of thinking, and readiness for innovation.

Self-improvement competencies are most fully represented in the list of competencies of a graduate of secondary vocational education (advanced level). It is necessary to supplement the lists of general competencies of graduates of primary and secondary vocational education with the ability to enrich their professional competence, to be ready for advanced training.

It is possible to combine the competencies of OK 4 and OK 5 into one competency by the similarity of tasks solved by students in accordance with these requirements.

In accordance with the types of basic competencies, the lists of general competencies of graduates who have mastered the main educational program in their specialty can be classified as follows:

Types of competencies	Competences (abilities) of an NGO graduate
Emotional - psychological	OK 1
OK 2	To develop aesthetic sensitivity, to feel the beauty of the created product of professional activity.
Regulatory	OK 3	Organize your own activities based on the goal and ways to achieve it, determined by the manager (OK 2)
OK 4	Use regulatory and legal documentation by profession, GOST by profession, take into account safety standards and regulations.
OK 5	Develop sensorimotor abilities (coordination, speed of reaction, manual dexterity, eye, color discrimination, etc.)
Analytical	OK 6	Analyze the working situation, carry out current and final control, evaluate and adjust their own activities, be responsible for the results of their work. (OK 3)
	OK 7	Search and use the information necessary for the effective performance of professional tasks (OK4), use information and communication technologies in professional activities. (OK 5)
OK 8	Work in a team, communicate effectively with colleagues, management and customers. (OK 6)
Creative	OK 9
	OK 10	Enrich your professional competence, be ready for advanced training.

Types of competencies	Competences (abilities) of a vocational graduate
Emotional - psychological	OK 1	Understand the essence and social significance of your future profession, show a steady interest in it, enrich your professional competence. (OK1)
OK 2	To develop aesthetic sensitivity, a sense of beauty in reality, to assimilate the standards of beauty and design, to feel the beauty of the created product of professional activity.
Regulatory	OK 3	Organize their own activities, choose methods and methods for performing professional tasks from known ones, evaluate their effectiveness and quality (OK 2).
OK 4
Analytical	OK 5	Solve problems, make decisions in standard and non-standard situations, bear responsibility for them. (OK 3)
OK 6
Social - communicative	OK 7
OK 8	Work in a team, communicate effectively with colleagues, management and customers. (OK6)
Creative	OK 9	Create a product that is new, original, unique.
Self-improvement competencies	OK 10	Take responsibility for the work of team members (subordinates), for the result of the task (OK7).

Types of competencies	Competences (abilities) of a vocational graduate (advanced level)
Emotional - psychological	OK 1	Understand the essence and social significance of your future profession, show a steady interest in it. (OK 1)
Regulatory	OK 2	Organize their own activities, determine methods and methods for performing professional tasks from known ones, evaluate their effectiveness and quality (OK 2).
OK 3	Use regulatory and legal documentation according to the profession, State Standards according to the profession, take into account the norms and rules of safety.
Analytical	OK 4	Solve problems, assess risks and make decisions in non-standard situations. (OK 3).
OK 5	Generate unusual, original ideas, deviate from traditional patterns of thinking, willingness to innovate.
Social - communicative	OK 6	Search and use the information necessary for the effective fulfillment of professional tasks, professional and personal development (GC 4), use information and communication technologies in professional activities (GC 5).
OK 7	Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues (OK 6).
Creative	OK 8	Create a product that is new, original, unique.
Self-improvement competencies	OK 9	Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks. (OK 7)
OK 10	Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training. (OK 8)

Lists of professional competencies formed by graduates who have mastered the main educational program in their specialty, the layout of the standard is supposed to be described based on the characteristics of professions.

Let us give an example of the classification of professional competencies. As an example, let's consider a list of professional competencies formed by students of the Regional Technical School of Design and Service in the profession of "seamstress" and "constructor fashion designer".

Professional competencies in the profession of "seamstress"
	- the need for the work of a seamstress; - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (the ability to coordinate actions when performing manual and machine work, eye, color discrimination, etc.)
Regulatory competencies	- the ability to organize a workplace for working on a sewing machine and manually; - the ability to follow the technology when performing manual and machine work: - choose the numbers of needles and threads in accordance with the type of fabric; - choose the type of stitch and machine seam in accordance with the purpose of the processing unit; - fill the machine with threads or a roll feed mechanism; - to process the details of the product: shelf, back, sleeve, front and back panel, collar, collar; - ability to process knots and details; - the ability to use various types of equipment for wet-heat work: iron, press, steam-air dummy, steamer; - the ability to perform various types of wet-heat work: ironing, ironing, ironing, pressing, pulling, steaming, duplicating, pressing; - grind constructively - decorative lines; - processing cuts, etc.
Social competencies	- work with special information on sewing; - understanding of professional terminology;
Analytical competencies	- ability to read diagrams; - analyze instruction cards; - determine the sequence of assembly of the product; - set the temperature regime of the equipment when performing wet-heat works in accordance with the type of fabric;
Creative competencies	- use equipment for the manufacture of products from modern fabrics; - to process the assembly, parts of the product from modern fabrics;
Self-improvement competencies	- control the quality of the work performed, identifying and eliminating - identified defects; - asymmetrical arrangement of small parts; - unevenness of the edges of parts, finishing lines, seam allowances, - insufficient wet-heat treatment.
Professional competencies in the profession "designer - fashion designer"
Emotional-psychological competencies	- aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (the ability to coordinate actions when performing design work, eye, color discrimination, etc.)
Regulatory competencies	- remove dimensional signs; - to build drawings of the basis of the structure; - perform technical modeling; - perform technical calculations: determine the consumption of materials for the product, choose the optimal type of layout; - to make an experimental model: - to make patterns; - draw up design and technological documentation; - fill in the order passport in accordance with the form; - draw up accompanying documentation for the technological processing of the product;
Social competencies	- the ability to take orders: to establish contact with the customer; coordinate with customers technical specifications for the design of garments; make a sketch of the model; determine the number of complicating elements; - when constructing a design basis drawing, apply new information technologies: Autocad, CAD "Assol"; - present the project to the performers, motivate the team of performers to implement the project: justify the feasibility of the project, its originality, competitiveness, advise the masters of the experimental workshop on the manufacture of the product, methods of technological processing, the manufacture of a series of models;
Analytical competencies	- determine the requirements for a new product: constructive, technological, aesthetic; - analyze the purpose of the product being developed, taking into account the texture and structure of the materials used, processing technologies, and available equipment; - analyze the sketch of the model by constructive belts: silhouette, horizontal and vertical lines, proportions, shape and arrangement of details; - choose the most rational options for constructive solutions of the main methods of shaping and finishing details, external design of garments;
Creative competencies	- to offer the customer models in accordance with the direction of fashion, taking into account the properties of the fabric, the features of the figure; - carry out the design of the product, taking into account the properties of modern fabrics, - model various silhouettes of clothing and various types of sleeves; - to choose the optimal technological option for the constructive solution of the silhouette line; - develop models and designs of products of various shapes and cuts for mass production; - compose a family of models based on the original model; - evaluate the level of novelty of the received products;
Self-improvement competencies	- check the developed design drawings: the length of the mating sections, the mating of the cuts of the neck, armholes, bottom, waist, sleeves, sleeves; - control and adjust the manufacturing process: check the quality of the cut, check the quality of the tailoring of the product; evaluate the manufacturability of the design, control the compliance of the product with the author's sample, evaluate the aesthetic appearance of the product, improve the design of the product in order to reduce technological defects.

Analyzing the classification data of professional competencies, we can conclude that regulatory competencies predominate in the structure of a seamstress's activity. When analyzing the professional competencies of a designer - fashion designer, creative, social, analytical competencies, self-improvement competencies come to the fore, while regulatory competencies play a less significant role. It is necessary to pay attention to this when forming the basic (general) competencies of students in the educational and professional process.

This does not mean that in the training of a seamstress it is necessary to pay attention only to the formation of regulatory competencies. Personal development requires the harmonious development of all competencies, therefore, subject to the mandatory formation of regulatory competencies, other competencies, especially creative and self-improvement competencies, should be developed among students of the seamstress profession, since these competencies are not developed enough in further professional activities.

Thus, the classification of general and professional competencies makes it possible to identify the features of assessing the level of formation of the subject of a particular activity in the educational process of educational institutions of primary and secondary vocational education.

12. The personality of the teacher, the basic competencies of the teacher

13. Universal learning activities

The concept, functions, composition and characteristics of universal educational activities at the level of primary general education
Consistent implementation of the activity approach is aimed at improving the efficiency of education, more flexible and durable assimilation of knowledge by students, the possibility of their independent movement in the area under study, a significant increase in their motivation and interest in learning.
Within the framework of the activity approach, the main structural components of educational activity are considered as general educational actions - motives, goal-setting features (learning goal and tasks), learning activities, monitoring and evaluation, the formation of which is one of the components of the success of training in an educational institution.
When assessing the formation of educational activity, age specificity is taken into account: a gradual transition from the joint activity of the teacher and the student to jointly divided and independent activities with elements of self-education and self-education (in younger adolescence and older adolescence).
The concept of "universal learning activities"
The term "universal learning activities" means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal educational actions as generalized actions open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn involves the full development by students of all components of educational activity, which include:

cognitive and educational motives,
learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation).

Functions of universal learning activities:

ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education; ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

Universal learning activities are of an over-subject, meta-subject nature; ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual; ensure the continuity of all stages of the educational process; underlie the organization and regulation of any activity of the student, regardless of its specially-subject content.
Universal learning activities provide the stages of assimilation of educational content and the formation of the student's psychological abilities.
Types of universal learning activities
As part of the main types of universal educational activities, four blocks can be distinguished: personal, regulatory(including also self-regulation actions), informative and communicative.

14. Personal, regulatory and communicative UUD

Personal universal learning activities provide a value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. With regard to educational activities, three types of personal actions should be distinguished:

personal, professional, life self-determination;
meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what induces activity, for which it is carried out;
moral and ethical orientation, including the evaluation of the content being assimilated, which provides a personal moral choice.

Regulatory universal learning activities provide students with the organization of their educational activities. These include:

goal-setting as setting a learning task based on the correlation of what is already known and learned by students, and what is still unknown;
planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
forecasting - anticipation of the result and the level of assimilation of knowledge;
control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its result, taking into account the assessment of this result by the student, teacher, comrades;
assessment - the selection and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; performance evaluation;
self-regulation as the ability to mobilize forces and energy, to volitional effort and overcome obstacles.

Communicative universal learning activities provide social competence and consideration of the position of other people, partners in communication or activity; ability to listen and engage in dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.
Communication activities include:

planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, ways of interaction;
posing questions - proactive cooperation in the search and collection of information;
conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;
partner behavior management;
the ability to express one's thoughts with sufficient completeness and accuracy; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language, modern means of communication.

15. Cognitive UUD

Cognitive universal learning activities include: general educational, logical educational activities, as well as the formulation and solution of the problem.
General educational universal actions:

independent selection and formulation of a cognitive goal;
search and selection of the necessary information;
structuring knowledge;
conscious and arbitrary construction of a speech statement in oral and written form;
selection of the most effective ways of solving problems depending on specific conditions;
reflection of the methods and conditions of action, control and evaluation of the process and results of activities;
semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;
statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

16. Knowledge, skills, skills

17. Training and development

18. Basic principles of the study of educational psychology

19. Problems of educational psychology

20. The problem of the child's psychological readiness for learning

21. History of educational psychology

22. Learning Theories in Ancient Greece (Plato, Aristotle)

Plato
Plato (c. 427-347 BC) was the most famous student of Socrates. In fact, Socrates never wrote a single word about his philosophy, Plato did. This is extremely important, since the early dialogues of Plato were created by him mainly in order to show the approach of Socrates to knowledge, and were memories of a great teacher. However, later dialogues represent the philosophy of Plato himself and have practically nothing to do with Socrates. Plato was so dejected by the execution of Socrates that he went into voluntary exile in southern Italy, where he fell under the influence of the Pythagoreans. This fact was of great importance to the Western world and has a direct bearing on all branches of epistemology, including learning theory, that have emerged since then.
The Pythagoreans believed that numerical relations govern the universe and influence the world of things. They believed that numbers and their various combinations were the cause of events in the physical world. And both events, both the number itself and the physical phenomenon caused by it, were real. Therefore, for the Pythagoreans, the abstract objectively existed and had the ability to influence physical objects. Moreover, physical phenomena were considered only as a manifestation of the abstract. Although numbers and matter interact, it is matter, not numbers, that we perceive through our senses. From this follows a dualistic view of the universe, in which one aspect of it can be known by experience, and the other cannot. Following these ideas, the Pythagoreans achieved great success in mathematics, medicine and music. However, over time, this direction turned into a mystical cult, and only the elect could become its members and partake of its wisdom. Plato was one of those people. Plato's later dialogues reflect the full acceptance of the dualistic universe that the Pythagoreans believed in. He developed a theory of knowledge based on the Pythagorean notion that the existence of the abstract is objective and meaningful.

Aristotle (348-322 BC), one of Plato's disciples, was the first to follow Plato's teachings and later departed almost completely from him. The main difference between the two thinkers was their attitude towards sensory information. For Plato, it was an unimportant hindrance, and for Aristotle, it was the basis of knowledge. Thanks to his favorable attitude towards empirical observation, Aristotle amassed an extensive collection of facts about physical and biological phenomena.
However, reason was by no means rejected by Aristotle. He assumed that sensory perceptions were only the beginning of cognition, then the mind needed to reflect on these perceptions in order to find the logical connections hidden in them. The laws that govern the empirical world cannot be known only through sensory information, but must be discovered through active reflection. Therefore, Aristotle believed that knowledge is acquired from sensory experience and reflection.
There are two main differences between Aristotle's and Plato's theories of knowledge. First, the laws, forms, or universals sought by Aristotle did not exist apart from their empirical embodiment, as they did in the case of Plato. They were simply observed relationships in the natural environment. Secondly, according to Aristotle, all knowledge is based on sensory experience. For Plato, of course, this was not the case. It is precisely because Aristotle argued that sensory experience is the source of knowledge that he is referred to as an empiricist.
Developing his empirical views on knowledge, Aristotle formulated the laws of associations. He said that the experience or memory of an object will evoke memories of similar things (the law of resemblance), memories of opposite things (the law of contrast), or memories of things that were originally associated with that object (the law of contiguity). Aristotle also observed that the more often two events are part of the same experience, the more likely it is that the interaction or memory of one of these events will trigger the memory of the other. Later in history this pattern became known as the law of repetition. Therefore, according to Aristotle, sensory experience gives rise to ideas. Ideas prompted by sense experience will stimulate other ideas in accordance with the laws of similarity, contrast, contiguity, and the principle of repetition. In philosophy, the position that the relationships between ideas can be explained by the laws of associations is called associationism. An example of how ideas are connected to each other through the law of contiguity.
In addition to raising the status of empirical research, Aristotle contributed to the development of psychology in many ways. He wrote the first history of psychology called "On the Soul" (De Anima). He wrote many works devoted to the human senses, to which he attributed vision, hearing, smell, taste and touch. He made a significant contribution to the further development of the concepts of memory, thinking and learning. As we noted, his associative principles of similarity, contrast, contiguity, and repetition later became the basis of the doctrine of associationism, which to this day is part of modern learning theory. Considering his colossal contribution to the development of science, one can forgive him for placing the mind in the heart and regarding the brain as a cooling system for the blood. Of Aristotle's great influence on learning theory, Weimer (1973) said:
Even with a moment's reflection ... it will become apparent that the doctrines of Aristotle are the core of modern epistemology and the psychology of learning. The central position of associationism as a mechanism of the mind is so generally accepted, if only in relation to observation, that no theory of learning proposed for discussion in this century has failed to base its arguments on association principles (p. 18).
With the death of Aristotle, the development of empirical science came to a halt. In subsequent centuries, scientific research, the direction of which was set by the philosophical teachings of Aristotle, did not continue. ideas Plato's philosophy was a major influence on early Christianity The concept of man that prevailed at the time is described by Marx and Cronan-Hillix (1987): Humans were seen as creatures with a soul and free will which alienated them from simple natural laws and subjected them only to their own willfulness and, perhaps, the power of God.Such a being with free will could not be the object of scientific research.

Federal State Budgetary Educational Institution of Higher Professional Education

"Tyumen State Oil and Gas University"

Institute of Geology and Oil and Gas Production

Department of Cybernetic Systems

CALCULATION OF THE STABILITY OF SYSTEMS

AUTOMATIC CONTROL

guidelines for performing control work

in the discipline "Fundamentals of automation of technological processes"

for students of direction 131000.62 - Oil and gas business

distance learning

Smirnov V.I., Smirnov D.V., Andriyanov A.M. Calculation of the stability of automatic control systems. [Text]: guidelines for the implementation of the test on the discipline "Fundamentals of automation of technological processes" for students of direction 131000.62 - Oil and gas business of distance learning / comp. IN AND. Smirnov; D.V. Smirnov; Andriyanov A.M. - Tyumen: Tsogu, 2014. - 16 p.

«_ 12 _» _ november _ 2014, protocol no. 3 .

annotation

The guidelines are intended for students studying in the direction 131000.62- Oil and gas business of distance learning. The purpose of the control work is the acquisition by students of the skills of structural and logical analysis of the stability of automatic control systems.

The basic theoretical information necessary for the performance of the control work, as well as options for tasks for individual control work are given. An example of the performance of control work is considered, the requirements for registration are formulated.

1. The purpose and objectives of the discipline……………………………………….
2. The place of discipline in the structure of the OOP .................................…………………
3. Requirements for the results of mastering the discipline……………….
4. Brief theoretical information ............................................... ........
4.1. Determination of the stability of the automatic control system according to the Hurwitz criterion……………………
4.2. Determination of the stability of automatic control systems according to the Mikhailov criterion…………………...
4.3. Determination of the stability of automatic control systems by the Nyquist criterion……………….....
5. Tasks for performing control work ...............................
6. An example of a control work ..............................................
7. Requirements for the design of the control work ....……………
8. Criteria for evaluating the work ......……………………………………….
Bibliography………………………………………………………….

1. Goals and objectives of the discipline: study of theoretical and practical provisions in the field of automatic control, regulation and management of technological processes in the oil and gas industry; formation of system thinking in the field of automation of technological processes and production.

Tasks:

Studying the general principles of building automation systems;

Acquaintance with the classical theory of automatic control;

Study and research of technical means of automation;

The study of the methodological foundations for compiling a task for the automation of the production process.

2. The place of discipline in the structure of the OOP:

The discipline is included in the basic part of the professional cycle of the bachelor's educational program. The study of this discipline is based on the following courses: Mathematics, Physics, Computer Science, Electrical Engineering, Hydraulics and Oil and Gas Hydromechanics. As a result of mastering the discipline, the student must know typical system solutions and the main directions for the development of control and management systems for technological processes in the oil and gas industry; be able to analyze the operation of the simplest installations and devices and draw up a task for their automation; own the methodological foundations of drawing up a task for the automation of the production process. The discipline is a precursor to writing a graduation thesis.

Requirements for the results of mastering the discipline.

The process of studying the discipline is aimed at the formation of the following competencies:

General cultural competencies (OK)

OK-1	Able to generalize, analyze, perceive information, set goals and choose ways to achieve them
OK-2	Able to be ready for a categorical vision of the world, to be able to differentiate various forms of its development
OK-5	Able to negotiate, establish contacts, resolve conflicts
OK-9	Able to strive for self-development, improvement of their qualifications and skills
OK-13	Able to use the main provisions and methods of social, humanitarian and economic sciences in solving social and professional problems
OK-14	Able to analyze ideological, socially and personally significant problems, independently form and defend their own ideological positions
OK-15	understand and analyze economic problems and processes, be an active subject of economic activity

professional competencies (PC)

PC-1	Able to independently acquire new knowledge using modern educational and information technologies
PC-2	Able to use the basic laws of natural sciences in professional activities, apply the methods of mathematical analysis and modeling, theoretical and experimental research
PC-4	Able to master the basic methods, methods and means of obtaining, storing, processing information, work with a computer as a means of information management
PC-5	Able to draw up and execute scientific, technical and service documentation
PC-6	Ability to apply the process approach in practice, combine theory and practice
PC-7	The ability to implement and adjust technological processes during the construction, repair and operation of wells for various purposes and the profile of the trunk on land and at sea, transport and storage of hydrocarbon raw materials
PC-8	Able to operate and maintain process equipment used in the construction, repair, reconstruction and restoration of oil and gas wells, oil and gas production, collection and preparation of well products, transport and storage of hydrocarbons
PC-9	Ability to assess risks and determine measures to ensure the safety of technological processes in oil and gas production
PC-19	use physical and mathematical apparatus to solve computational and analytical problems that arise in the course of professional activity

As a result of mastering the discipline, the student must:

Know:

Fundamentals of building automatic control systems (ACS);

Have an idea about the methods and means of monitoring the parameters of the process of building oil production;

Keep abreast of current trends in the development of automation tools.

Be able to:

Navigate issues of optimal management of oil and gas production processes based on and use of computer technology;

Use the acquired knowledge in practice.

Own:

Principles for the formation of technical specifications for the design of automatic systems in the oil and gas industry;

Methods of analysis of proposed solutions in the field of automation;

Skills to determine the advantages and disadvantages of technical means of automation.

transcript

Introduction

Competence OK-5

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