This article analyzes the main risks and threats that arise in the contemporary labor market among the young people. Given the changes that are taking place under the economical digitalization, globalization processes, as well as due to the increase in the retirement age in Russia, there is a growing need to study the emerging risks. This paper assesses the level of threats to young professionals entering the labor market. The empirical basis of the work includes the data of statistics on labor and employment in Russia and the Sverdlovsk Region, as well as the results of the two empirical studies conducted by the authors in 2018-2019 by means of content analysis of employers’ advertisements and a questionnaire survey of the population. 6,521 vacancy announcements in the Sverdlovsk region were analyzed. 630 people (aged 18-60) were interviewed the sample was quoted by sex and age. The methods of data analysis include frequency distribution analysis, mean analysis, correlation analysis, and Chi-squared difference analysis. The authors have identified the main types of risks on the labor market: they are the problems of employment and the threat of unemployment; employment outside the studied specialty and “leaving” the profession; high differentiation of wages by industry and salary risks; non-compliance with labor legislation and social guarantees; involvement in informal employment. A detailed analysis of these risks is carried out and the threat level is assessed. The authors conclude that the greatest threat in the regional labor market is the mismatch of places of employment of existing qualifications and received specialty. This threat is dangerous not only on its own, leading to the loss of professional skills and competencies, a decrease in overall productivity, etc. Even worse, it increases the likelihood of other risks in the labor market. The employment outside the studied specialty correlates with violation of labor laws, non-compliance with labor rights of employees, and involvement in informal employment.
The article analyzes the prospects and risks of introducing gamification in modern education. The interdisciplinary nature of gamification is emphasized, which makes it possible to consider it as a business technology, a management tool, and a pedagogical technology. The relevance of the introduction of gamification in the educational process of organizations of various types is substantiated. The authors consider gamification as a technology of using game techniques in non-game situations in the educational process. The possibilities of gamification as an innovative pedagogical technology in the digital educational environment are analyzed. Digital services, educational platforms and software tools based on the use of gamification technology are described. Gamification in the digital educational environment is considered as a tool to increase educational motivation and the quality of education. The psychological and pedagogical aspects of the use of gamification in the educational process, its difficulties and risks are analyzed. The necessity of taking into account the psychological and pedagogical laws of this process is emphasized. Among the possible reasons for failures in the implementation of gamification, the authors name: the lack of a systematic approach to the introduction of gamification, ignoring the characteristics of the team and players, the unprofessionalism of the teacher or the pedagogical community. Taking into account the results of the analysis of possible risk factors, ways to overcome difficulties in introducing gamification into the educational process are proposed.
The article is devoted to the problem of distance learning in higher education. Distance learning is a very important component of the education system and has many advantages. These include: modularity, variability, development of independence and critical thinking, strong-willed personal qualities, as well as digital literacy. In addition, this form of education provides great opportunities for part-time students. Among the disadvantages of distance learning, there is a psychological discomfort that affects the effectiveness of training and satisfaction with its results. Its leveling is an important task for psychologists and other specialists who organise the process of distance learning. The article presents the results of a study aimed at identifying problems that arise in part-time students in the process of distance learning, conducted in Borisoglebsk branch of Voronezh State University. Using a specially designed questionnaire, 71 part-time students were interviewed. The subjects were found to have both technical and psychological difficulties. Among the latter, problems associated with the lack of "live communication", visual direct contact with teachers and other students are particularly common. The result of the study was the development of a number of psychological recommendations for optimising distance learning, which will increase its effectiveness and reduce the students' discomfort.
Diffusion properties and structure of the hydroxypropyl- and ethylcellulose films, formed from mixed solvents in the magnetic field and in its absence, have been studied with sorbtion method and polarized microscopy. It was found the change of the diffusion coefficients of solvents into the films, obtained under the influence of the magnetic field.
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