A classification of contact personnel was proposed and a provision was developed on the assessment of its competencies and their impact on the potential of internal marketing, which provide for the construction of a graphical model that reflects the level of resource, process and strategic prerequisites for achieving the effectiveness of internal marketing of the enterprise, taking into account all stakeholders. A system was developed for monitoring the management of internal marketing of enterprises providing services, which involves the use of economic and mathematical modeling, decision-making support systems and the Internet technologies. This allows the owner of the enterprise to control management decisions affecting the internal marketing system, taking into account the role of contact personnel in order to ensure the effectiveness of running a business in a competitive environment. The analytical tools for diagnosing internal marketing of enterprises were improved, which, unlike the existing methodological approaches, allow, given the nature of services, assessing the level of satisfaction of three study objects at the same time: consumers, contact personnel and top managers of the enterprise.
Визначено умови настання динамічного автобалансування у випадку ротора на двох пружно-в'язких опорах, що балансується двома і більше пасивними автобалансиром будь-якого типу.Застосовано модернізований енергетичний метод в припущенні, що маса вантажів автобалансирів набагато менше маси ротора. Метод розроблений для роторів на ізотропних пружно-в'язких опорах, коли до ротора приєднані тіла, відносному руху яких перешкоджають пружні і в'язкі сили опору. Метод дозволяє знаходити стаціонарні рухи роторної системи, оцінювати їх стійкість. На стаціонарних рухах відносні рухи приєднаних тіл припиняються, і система обертається як одне ціле навколо осі обертання, утвореної опорами. Описана механіко-математична модель системи. Знайдений узагальнений потенціал на стаціонарних рухах і дисипативна функція, що відповідає опорам. Для узагальнених координат ротора складені рівняння стаціонарних рухів системи. Узагальнений потенціал досліджений на умовний екстремум в припущенні, що виконуються рівняння стаціонарних рухів, що відповідають узагальненим координатам ротора. Встановлено, що динамічне балансування ротора можливо тільки в разі довгого ротора, двох і більше автобалансирів будь-якого типу, встановлених в різних площинах корекції і тільки на зарезонансного швидкостях обертання ротора. Встановлено, що сили опору в опорах явно не змінюють умови настання автобалансування, однак можуть змінювати ці умови неявно -шляхом зміни області існування стаціонарних рухів. Отриманий результат збігається з результатом, отриманим із застосуванням узагальненого емпіричного критерію настання автобалансування при неврахування демпфірування в опорах. Показано, що модернізований енергетичний метод (як і узагальнений емпіричний критерій настання автобалансування) дозволяє знаходити узагальнені умови настання автобалансування, придатні для будь-яких типів автобалансирів. Тому обидва методи придатні для побудови загальної теорії пасивних автобалансирів -застосовної для автобалансирів будь-якого типу Ключові слова: ротор, ізотропна опора, автобалансир, стаціонарний рух, стійкість руху, рівняння усталеного руху
Attention is focused on the importance of the use of smart technologies in the training of specialists in institutions of higher education. From the perspective of the educational system, smart society and smart education are presented, which are included in the content of a new type of education, in which the use of smart information technologies is mandatory. The main task of the educational space for smart education is written down - creating a basis for the possibility of realizing the intellectual and creative potential of education seekers. New opportunities for the education system created by smart technologies are described. The advantages of smart technologies and the features of their application in the educational process are listed. The main principles of smart education are highlighted and the components of smart education are listed. Online platforms, online services, portals, and applications, which are presented as smart technology tools within the scope of the study, were identified and divided into the groups of smart store, smart interaction, smart response, and smart trainer.
Modern society is characterized by rapid changes in the vast majority of its spheres of existence. These trends determine the changing requirements for the process of obtaining, transforming, storing, transforming, transmitting information in the process of learning in educational institutions. Education must be advanced. In these conditions, the model of the educational environment requires improvement. The purpose of the article is to create an educational environment. The functionality of the environment should be based on the principles of integration of natural sciences, digital transformation and computer technology. Various methods were used to achieve this goal. We analyzed and synthesized scientific and methodological literature. We have summarized the best pedagogical experience. The ratio of the development of experimental science and science, and accordingly technology and science determines the level of contradiction between theory and experiment, between theory and life, between theory and practice and is a measure of the development of science. We modeled the structure of a synergistically oriented educational environment. The article identifies the necessary conditions for self-organization. We proposed a structure of a synergistically oriented educational environment. We have developed a scheme of an integrated working body as an example of the integration of knowledge from the natural and technical sciences. The content of learning in a synergistically oriented educational environment involves the creation of nonequilibrium, probabilistic problem situations. Their solution requires the involvement of verbal, abstract-logical, figurative-intuitive, emotional-cognitive resources of students. At the same time, they have to look for a meaningful answer to the problem not within a narrowly specialized subject, but in terms of integrating knowledge of a range of natural sciences and, as time demands, digital transformation and computer technology.
The significance of the outlined direction research is determined by the fact that in modern conditions of postmodern society development, the issues of improving higher education and ensuring the quality of the educational process become relevant. The need for innovative renewal of the educational process of the higher school is determined by the emergence of a number of psychological and pedagogical problems, taking into account the conditions of postmodernity(mismatch between the needs of employers, the existing state of future professionals training and scientific and pedagogical staff’s qualifications, lack of mechanisms for selective processing of information, insufficient provision of information and psychological security of the individual, the need to develop an inclusive educational environment in higher education, etc.). The main conceptual principles of the innovative development of the educational environment in postmodern conditions are highlighted (humanization of the educational process, providing developmental learning and personality-oriented approach). The article analyzes the foreign and domestic experience of using innovative educational technologies (individualized, personality-oriented learning, as well as gamification of the future training professionals’ process), identifies their advantages and disadvantages. Peculiarities of their introduction into the practice of higher education in postmodern conditions are outlined. Prospects for further research are the development of practical recommendations for the introduction of innovative educational technologies in the future professionals training in higher education.
У статті запропонована методика дослідження нормативних джерел та аналізу досліджень науковців з проблеми формування концепції становлення й розвитку вищих навчальних закладів Німеччини на початку ХІХ століття. Виявлено організаційні та змістові тенденції революційних перетворень змісту вищої освіти, виявлено наукову цінність еволюції світоглядної ліберальної моделі вищих навчальних закладів Німеччини. Окреслено розуміння тодішньої парадигми цілісного навчально-дослідницького процесу підготовки компетентних фахівців із власною національною специфікою. Сформовано концепцію формування Берлінського вищого навчального закладу, яка складається з шести компонентів, об’єднаних у блоки показників. Здійснено аналіз понять таких блоків та визначено тенденції їх розвитку в майбутньому. У подальшому доцільно провести дослідження принципів організації та розвитку Берлінського вищого навчального закладу з метою вивчення кращого досвіду для наслідування.
The problem of the research is the methodological and methodical analysis of the peculiarities of the formation of the worldview component of the innovative technologies of teaching professionally oriented disciplines during the training of highly qualified pedagogical workers. Ways of strengthening and consolidating a holistic scientific worldview, technological, communicative and social competences of the individual are defined. The method of formation of the worldview component of innovative teaching technologies of professional and professionally-oriented disciplines is considered. This technique has objective and subjective components. Objective components are a system of scientific knowledge. Subjective components are views, beliefs, ideals components. An important element of worldview is creative, theoretical, professional and professionally oriented thinking, self-determination. Methods of determining the level of fragmentation of the professionally oriented space are considered. This contributes to the logical sequence of the formation of the scientific worldview of the subjects of study and the knowledge system in the structure of the scientific picture of the world as a whole. The conducted research made it possible to obtain a conclusion. The formation of a professional scientific worldview should be carried out according to a defined algorithm. The structure of the algorithm includes certain principles, rules, and paradigms formed by the historical (evolutionary) stages of the development of scientific fields. The algorithm forms the basis of the methodological approach to the methodology of formation of the worldview component of innovative teaching technologies of professionally oriented disciplines. We offer the implementation of the outlined concepts through inclusion in the content of educational programs of specialties. At the same time, the differentiation of sectoral scientific pictures of the world (introduced in the 18th century) dominates, and accordingly, the formation of a professional worldview. Today, humanity has accumulated so much information that it can no longer fully comprehend it. A new problem has arisen. It is expedient to solve it through integrative knowledge, which must be foreseen when forming a scientific picture of the world. Methodological analysis of the problem in terms of the use of innovative technologies made it possible to draw a conclusion. In general, technologies determine the general strategy for the development of the educational environment. The research should be continued in a separate isolation of the concept of the purpose of educational technologies for forecasting the development of innovations. Key words: training, innovative technologies, level of fragmentation, professionally oriented space, self-determination, scientific worldview.
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