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.

20. Cost theory. Accounting and economic costs. Fixed and variable costs. General, average and marginal production costs.

Economic costs.

Costs - resources spent, expenses (including time costs) for the production of goods and services.

Costs (costs) of production are the expenditure of factors of production in the creation of a product or service. They can be represented as a set of physical or cost units of resources expended in the manufacture of a product. For example, when creating a bicycle, materials (metal, plastic, rubber), energy are consumed, equipment wears out, wages are paid to workers and employees. If we express the value of all these resources in terms of monetary units, then we get the value of the cost of producing a bicycle.

The costs are:

one). Fixed costs (FC) - those that do not depend on changes in the volume of output. Their firm must pay even if output is zero. These are interest payments on debt obligations, rent payments, depreciation, insurance premiums, payment of personnel in key positions.

2). Variable costs (VC) are those that increase as output increases and decrease as output decreases. They include the cost of raw materials, fuel, energy, payment of the bulk of the employed.

3). Total costs are the sum of variable and fixed costs. Their variable part is controlled by manipulating the volume of output, while the constant part is not amenable to effective control and must be reimbursed regardless of the volume of output.

4) The average cost of the firm's costs per unit of output. In magnitude, they are equal to the total cost of the CU for the production of a certain amount of products, divided by the amount of products produced (e), i.e.

Accounting costs. In accounting, the cost element is understood as economically homogeneous types of expenses. These costs are divided into direct and indirect.

Direct - the costs associated with the production of certain types of products (for raw materials, basic materials, semi-finished products), which can be included in their cost.

Indirect - costs associated with the production of several types of products. Production costs are divided into current and one-time.

Current expenses - i.e. indirect costs are ordinary expenses or expenses with a frequency of less than a month.

One-time expenses are one-time expenses or expenses that are carried out periodically (frequency more than a month), and are aimed at ensuring production for a long time.

In the short term, some resources associated with the technical equipment of the enterprise remain unchanged. The number of other resources may change. It follows that in the short term, various types of costs can be classified as either fixed or variable. ” permanent such costs are called, the value of which does not change depending on the volume of production. These include: rent payments, depreciation, salaries to senior management personnel, etc. variable costs depend on the quantity of products produced, are made up of the cost of raw materials, materials, wages to workers, etc. To measure the cost of producing a unit of output, the categories of average, average fixed and average variable costs are used. Average cost equal to the quotient of dividing the gross cost by the amount of output. Average fixed costs determined by dividing fixed costs by the quantity of goods produced. Average variable costs are formed by dividing variable costs by the quantity of goods produced.

Total cost is the sum of fixed and variable costs for a given volume of production. At zero output, total costs will be equal to fixed costs. The sum of variable costs varies vertically from the horizontal axis, and the sum of fixed costs is added to the vertical dimension of the sum of variable costs each time to obtain a total cost curve

Considering the costs of the firm in the short run, we will proceed from the assumption that the firm cannot influence the price of its resources used.

Total costs (TC) - the total costs of the firm associated with the release given volume finished products. Total costs are divided into two parts: total fixed costs (TFC) and total time costs (TVC). Total fixed costs do not change with an increase or decrease in output. Moreover, they take place even when the finished product is not produced at all. In many respects, the presence of TFC is explained by the use of constant factors of production in the short run. Such costs include interest from a loan taken for the purchase of equipment, depreciation, insurance premiums, rent - they must be paid regardless of the volume of finished products. Total variable costs change with the increase in output: the firm hires more workers for this, buys more raw materials, etc.

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 just a good result of any work. Success is a state of a person, a qualitative characteristic of activity, a sense of confidence in own forces, a high positive evaluation of yourself. 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 in the conditions of the 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 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 possibilities of the child, his personality traits and diagnostics by which they can be identified and detected. 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 given 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 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"

1. drawing "My family";
2. drawing "My class";
3. drawing "My crew";
4. drawing "My friends";
5. drawing "My favorite pastime";
6. questionnaire for children of primary school age;
7. questionnaire "Cognitive and creative interests parents";
8. questionnaire “Is “free time” free?”;
9. questionnaire "Choosing favorite activities in the lesson."

test of strength

I mark participation, success and victory in different colors in the table.

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.

1. Creation of a catalog of publications with tasks of a non-standard type.
2. Solution logical tasks.
3. Acquaintance with the biography of outstanding mathematicians.
4. Exchange of assignments with classmates, students of other schools and cities via the Internet.
5. 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.

My achievements

What level do you think you have reached. Mark in the table with a sign + ,- ,v...

How have I changed

success

An individual development trajectory is a good assistant in the upbringing and education of children. Making an individual trajectory with children, working on it, we noticed how it helps in identifying creativity 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 them. 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 place ever-increasing demands on the improvement of theoretical and practical training teachers who are able to productively solve problems related to the socialization, 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 vocational training at the university early stage 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, formation personal qualities, designation of its present and orientation to further goal. Development occurs in activities that modern science considers it as a system included in social 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 the object of social influences, he is, first of all, the subject social development, as well as an active subject of self-development, including self-education. The process of socialization does not stop 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. Practical value education is reflected in specific knowledge, skills and abilities, symbolic - in the social prestige of education. Socialization cannot take place without the inclusion of the subject in an active activity process that plays big 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 public forms consciousness and behaviour. 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 process of socialization 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 identification 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 concept 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;

– system continuing 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 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). "Violators" evolutionary development psychological barriers appear: maladjustment, 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 person 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 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 for the self-development of the individual in the future professional activity through the creation professional environment, 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 depends both on external conditions and on 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 highest level student's activity and is reflected in the direction and awareness of his activities, in his ability to 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

1. Bordovskaya, N.V. Pedagogy: Textbook for universities [Text] / N.V. Bordovskaya, A.A. Rean - SPb., Peter, 2000. - 298s.

2. Vedernikova, L.V. Theory and practice of formation and development of research competence of teachers: monograph. [Text] / L.V. Vedernikova, Yu.V. Ryndin. - Ishim: Publishing house of IGPI im. P.P. Ershova, 2012. - 128 p.

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.

4. Leontiev, A.N. Activity. Consciousness. Personality [Text] / A.N. Leontiev - Moscow: Politizdat, 1975. - 304 p.

5. Makarenko, T.A. Formation of an individual trajectory of professional development of future social educators [Text]: author. dis. … candidate pedagogical sciences/ T.A. Makarenko. - Yakutsk, 2006.

6. Ozhegov, S.I. Dictionary Russian language: 80,000 words and phraseological expressions [Text] // Russian Academy Sciences. Institute of the Russian Language. V.V. Vinogradov. - 4th ed., supplemented / S.I. Ozhegov, N.Yu. Shvedova. – M.: Azbukovnik, 1999. – 944 p.

7. Peregudov, F.I. System activity and education [Text] / F.I. Peregudov // Quality higher education. - Helsinki, 1990. - 253 p.

8. Rubinshtein, S.L. Basics general psychology[Text] / S.L. Rubinstein. - Moscow: Pedagogy, 1989. - in 2 volumes.

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 growth line (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 increase 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 upward, while the APC curve would remain at 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 graphic display development production capacity.

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).

By connecting the points of contact of isoquants with isocosts, we obtain the trajectory of the expansion of the economic activity of the company or the trajectory of the 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.

You already know that the task of the University of Talents is to help every talented student discover and realize their talent, and then build a successful career in a company or own business– i.e. build a development trajectory for everyone and support its implementation.

Building your own individual development trajectory is a fascinating process, but not an easy one. Like any subject, there are basics that you need to know: understanding your goal and its correct setting, assessment of their strengths and areas of growth, the definition of an effective set of actions and the ability to analyze the results.

“To start creating the life of your dreams… you need practical problem-solving techniques, the ability to plan, the right skills, and access to necessary materials, information and contacts” - this is how the most famous speaker on achieving his desires and goals, Barbara Sher, writes.

Therefore, the University of Talents has created a program that consists of three modules. Each module is a skill development that is necessary for successful professional growth:

• "Purpose and Motivation". We answer the questions: “How to find and set a goal?”, “And if it already exists, where can I get the motivation to move towards it?”. We analyze the theory from world experts, practice on real cases and apply the acquired skills to our lives.
• . We figure out how to plan your actions in order to be in time for everything. We learn to set criteria for desired results and evaluate the compliance of plans and goals.
• "Reflection and opportunities for development". We will analyze our goals, actions taken and the results obtained. We will learn to build new algorithms to achieve the goal. We will also play a business game, where we will collect our own trajectory of success from the existing opportunities of Tatarstan.

At the end of the module, everyone gets homework to be completed within a month. In personal accounts on the portal of the University of Talents, special groups will be created where you, along with other students, can share your progress in completing assignments. Also, you can discuss any questions in working on your goals and plans with your mentors.

Each module takes place once a month during the weekend. The total duration of the module is 2 days (Saturday and Sunday).

Transfer (buses to and from the venue), accommodation and meals are provided by the University of Talents.

Registration for participation for students of the University of Talents in personal account. For those who are not yet students, the form below.

Dates of the next modules:

1. Module No. 1 "Purpose and goal setting" (70 places):

• Date: November 10-11, 2018
• Venue: Kazan

2. Module №2 "Planning and evaluation of results"(70 seats):

• Date: November 17-18, 2018
• Venue: Kazan

3. Module 2 "Planning and evaluation of results"(30 places):

• Date: November 24-25, 2018
• Venue: Almetyevsk

4. Module №2 "Planning and evaluation of results" (30 seats):

• Date: November 24-25, 2018
• Venue: Naberezhnye Chelny

For questions:

• call 8 917 902 67 49 - Diana Valiullina, project trainer
• write to the mail: - Adelya Akhmetova, project manager.

P.S. do not forget to introduce yourself and indicate the city when you write or call.