Report to the teacher's council
The relevance of creating a favorable developmental environment
preschool education.
Prepared by: Art. educator Kriushenkova E.V.
One of the important conditions for effective upbringing and educational work in a preschool educational institution is the correct organization of the developing subject-spatial environment. This issue is especially relevant at the present time. This is due to the introduction of the Federal State Educational Standard for Preschool Education (FSES DO), which imposes certain requirements on the conditions for the implementation of the main educational program of preschool education, including the requirements for organizing and updating the subject-developing environment of a preschool institution.
According to the Standard, the developing subject-spatial environment should:
Ensure the maximum realization of the educational potential of the preschool educational institution, the group and the territory of the preschool educational institution, materials, equipment for the development of children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the peculiarities and correction of their developmental deficiencies;
Provide the opportunity for communication and joint activities of children and adults, physical activity of children, as well as opportunities for privacy;
Ensure the implementation of various educational programs, taking into account the national, cultural and climatic conditions, taking into account the age characteristics of children;
Be rich (a variety of materials, equipment and inventory in accordance with the specifics of the program), transformable (the possibility of changes in the subject-spatial environment depending on the educational situation and the changing interests and capabilities of children), multifunctional (the possibility of various uses of various components of the subject environment), variable ( availability of materials and equipment for the free choice of children, periodic change of material), safe.
The very concept of "developing subject-spatial environment" encompasses its spatial organization and the corresponding content. The spatial organization of the environment allows you to create comfortable, relatively stable conditions for the implementation of educational educational process... And its content, focused on systematic addition, renewal, variability, contributes to the activation different types activities of a preschooler, stimulates their development. The spatial organization of the environment can be called form, and filling - content.
The balance of form and content plays an important role: a reasonable spatial organization with unreasonable content, as well as competent content with an irrational environment, will not provide the proper developmental and educational effect. Therefore, it is extremely important to ensure an increase in the professional competence of teachers in creating an appropriate developmental environment and focus their attention on the main problems:
Diagnostics of the needs of children and teachers in the environment;
Creation of a developing space for socialization and individualization of pupils;
Selection of toys and materials based on age-specific psychological characteristics of children in accordance with educational areas;
Providing variability of the developmental environment;
Ensuring the saturation and psychological safety of the educational environment;
Organization of interaction between teachers and children in the created educational environment of the preschool educational institution.
At the stage of creating a space in a preschool educational institution that ensures the processes of socialization, individualization of the individual in accordance with the provisions of the Federal State Educational Standard of DO, it is important to provide targeted diagnostics of the play and environmental needs of both children and the teacher. The information received will contribute to the formation of a favorable personality-oriented environment, as comfortable as possible for the life of both parties. Play needs are the desired and preferred toys and games that are necessary for the realization of play intentions. Environmental needs are the desired environment, a set of conditions that create maximum comfort for the individual. It is important to remember that this diagnosis should be targeted, systematic and comprehensive. The results obtained will make it possible, in accordance with the requirements of the Federal State Educational Standard, to regularly update and change the educational environment, ensuring its variability, dynamism based not only on knowledge of the provisions of developmental psychology, the development of play activities in preschool age, but also taking into account the personal needs of children, their interests and aspirations. Purposeful identification of the teacher's environmental needs will contribute to the creation of favorable conditions for the implementation of professional activities and optimization of the process of professional self-development of the teacher, which is also one of the requirements of the FSES DO.
The preschool period of development is an age sensitive to the assimilation of social and moral norms, an active age socialization and the readiness of the psyche to internalize the norms, rules and values of social interaction. As a result of socialization, a basic picture of the world is formed in a child, moreover, an individualized one, therefore, when modeling the educational environment, it is important to understand with which picture of the world it will be associated with a particular child. The developmental environment is designed to help a child define their own unique trajectory in the society in which they grow up. It should ensure the inclusion of the pupil in the group and the mutual acceptance of the child and the group. Modeling the educational environment allows a preschooler to be included in the following groups: peers, gender and ethnocultural involvement, interest groups, etc.
Socialization in preschool education presupposes the creation of situations for the child to approbate appropriate models, gain experience, and make social decisions. Not only specific sociocultural skills or the content of socialization are important, but also the active experience of the child's actions and the degree of his independence, which implies giving the child the opportunity to choose the means and forms of vigorous activity. In turn, socialization is ensured by introducing children to socio-cultural norms, traditions of the family, country, society, creating an ethnocultural environment. The embodiment of these provisions in practice can be a variety of options for creating ethnocultural corners in groups or corresponding objects on the territory of a preschool educational institution, holding holidays and exhibitions of a corresponding orientation, participating in regional and regional events, visiting cultural institutions. The principle of building the ethnocultural component of the educational environment is an orientation towards patriotism, civic identity, on the one hand, and tolerance, on the other.
Social relations as a systemic component of the educational environment should be aimed at the formation of the following characteristics in the child:
Respect for yourself and others;
Self-confidence, lack of fear of making a mistake;
Naturalness of behavior and sincerity;
Willingness to take responsibility for their actions;
Independence of intentions and decisions;
Empathic position;
Orientation to individual and social interests.
The socialization of the preschooler is carried out primarily in the game. In the play space, children learn social skills and learn to cooperate. The contacts that arise between them about toys or other objects become the first form of social communication with a peer. In play, the actions of the preschooler are directed not so much at an external object as at the image of the action as such. The play environment is a prerequisite for the development of the social intelligence of children, and the group role-playing game in the preschool educational institution has great potential for the development of interpersonal communication and rallying the children's team. Learning social reality, the child appropriates it in the game, includes it in his own picture of the world, modeling relationships and exploring the content and forms of communication between people. Thus, in play, the child learns to separate himself from others, to be aware of individuality and to relate himself to others through identification, identification, empathy. While playing, he not only models social relations, but also assimilates them.
Currently, the intrinsic value of the individual in the educational environment changes the goals of the educational process: from the assimilation of "knowledge - skills - skills" to the formation of the child's personality and the creation of conditions for the realization of its potential. The environment acts not in the passive role of "conditions" for the realization of children's abilities, but as an effective mechanism for the development of these abilities. In these conditions, accounting becomes important individual abilities of children. The effectiveness of the upbringing and educational process increases if the environment creates conditions for the child to gain experience and focuses on his personal interests. The play environment and play interaction create conditions for approbation in social relations of what the personality of a particular child is from the point of view of society, and at the same time for researching society itself from a personal position. As an example, we can consider the gender differences between boys and girls, which imply the differentiation of the components of the educational environment being formed. So, the educational environment of a preschool educational institution can be built taking into account the specifics of gender: to provide opportunities for the development of strong qualities of boys and girls and help them in overcoming the specifics of development related to gender. Girls acquire complex verbal skills a year earlier than boys, learn reading and writing skills faster. Therefore, the environment for girls should be focused on auditory and tactile stimuli, verbal information, and for boys, it should be presented with visual stimuli, visual information. Boys have a higher exploratory activity, which must be oriented in the environment. If girls are strong at emotional sphere, sensory perception and various types of memory, then in boys spatial representations and abstract thinking are formed faster, and from the point of view of memory, boys are strong in long-term storage of details and trifles. When organizing the educational environment, it should be borne in mind that boys should be seated at the first tables, since they better perceive the loud voice of the teacher. Then, as girls well perceive and "quiet information". With regard to vision - the same pattern - boys are encouraged to take places closer to the source of visual information. In addition, boys are more vulnerable to emotional stress because they are not competent in recognizing and analyzing emotional information and cannot effectively cope with it. Boys need more space, they are more comfortable in an open space, and girls feel more comfortable in a protected, secluded space. Boys 'play is about action, and girls' play is about relationships. In general, girls have better developed fine motor skills. Through ball games, outdoor games with rules, it is necessary to stimulate the development of lagging gross motor skills. Thus, the developing capabilities of the educational environment of a preschool educational institution should create conditions for the individualization of education and gender socialization.
According to the Federal State Educational Standard, the content of the educational program should ensure the development of the personality, motivation and abilities of children in various types of activities to coverfive directions of development(educational areas) and children's education:
Social and communicative;
Cognitive;
Speech;
Artistic and aesthetic;
Physical.
The types of activities of preschoolers within each educational area can be implemented on the basis of the potential of the developing subject-spatial environment of a preschool educational institution with appropriate content. This environment is a collection of objects, toys that are understandable and interesting to children, without which it is impossible to carry out specific types of children's activities. The absence of a pedagogically expedient subject content impoverishes the content of the educational process, narrows the options for the development of the game. The filling of the developing environment is selected in such a way as to ensure the possibility of solving pedagogical problems within the framework of a particular educational field, including on an integrative basis.
Teams should create a rich, multi-functional environment that enables the organization different types games with children, to simulate the play environment in accordance with the play situation. When organizing a space, it is important not to oversaturate it with pieces of furniture. Attribute boxes for different role-playing games can be placed on open shelves. Thus, the space becomes dynamic, transformable, not overloaded. When filling the developmental environment, it is necessary to use both traditional and modern toys. This allows you to create a flexible, multi-functional environment. All games and toys should be placed so that the pupils can take what they need and just as easily put everything in place after the game is over. It is also important to determine the pedagogical value of toys and play materials.
Variability of the developing environmentThe preschool educational institution is determined by the specifics of its activities in general and the preschool level, in particular, the characteristics of the contingent of children (dictated by their age, gender, preferences, capabilities, etc.), the content of the educational program, priority tasks at a particular time period. The implementation of the principle of variability can be expressed through continuity, the establishment of such a connection between spaces, when the new, replacing the old, retains some of its elements. In the conditions of preschool education, this is manifested in the fact that the environment in different groups should, on the one hand, have its own content and spatial organization due to the specifics of each stage of preschool childhood, and on the other hand, it should be gradually supplemented with new elements, providing a zone of proximal development and a sequence of upbringing. and learning. In line with the ideas of lifelong learning, the developing environment should be consistent in organization and content from group to group. When organizing a variable developmental environment that ensures continuity from group to group, the following factors should be considered:
Age stages of each stage of preschool childhood;
Features of the development of children's play activities;
Abruptness and unevenness in the development of the child;
Features of the contingent of children in the group;
The specifics of pedagogical tasks in a particular period;
Features of the individual style of activity of the group teachers.
Saturation of the educational environment- a dual characteristic. On the one hand, it can have a beneficial effect, stimulating the activity, self-change of the child and the creative nature of his activity, and on the other hand, it can cause tension, anxiety, destabilize the emotional state of the child and hinder the realization of his intellectual and personal potential. Accordingly, the saturation of the educational environment can play both a stimulating and a limiting and even restraining role for development. The objective saturation of the educational environment depends on the intensity, complexity and specifics of the educational program implemented at the preschool educational institution. The standard provides for the possibility of implementing various educational and partial programs aimed at the development of children in all types of activities. Thus, educational and partial programs allow you to vary the content of the educational process, which affects the saturation of the educational environment.
One of the requirements for the educational environment ispsychological safety... The psychological safety of the environment is ensured by the formation of a positive, benevolent environment in which the child feels confident and does not experience hostile influences. Social relations, as a component of the educational environment, are built on the following methods of interaction: cooperation, recognition of the rights of the child and his freedoms, discussion, empathy, support, a stimulating system of requirements. Under the conditions of such a system of social relations, the child experiences feelings of psychological security, acceptance of his individuality. In interaction with adults, psychological comfort and emotional well-being are achieved in an educational environment characterized by the following parameters:
No unreasonable prohibitions;
A consistent system of rules and interactions;
Lack of psychological manipulation by adults;
Subjective personal communication with the child;
Providing the child with opportunities for independent activity and choice of activities and the handicap of activity;
Opportunities to complete the work started, to realize the idea, the goal.
Open, positive informing the child about different aspects of life in accordance with the age level of understanding;
Encouraging the child's own activity, independence;
Satisfaction of all subjects of educational relations with the level of interaction in the environment.
An important component of the modern educational environment for a preschooler is the nature of his interaction with adults and other children, in the process of which the development of personality, the transfer of moral norms and values are ensured. Optimizeinteraction of the teacher with the pupils in the created subject-developing environmentperhaps, if its participants have the appropriate knowledge and ideas, perform actions and show emotions. The teacher must know the features and elements of the environment, ways of changing it in joint activities with children. In turn, preschoolers should have an idea of the possibilities of transforming the subject-play environment together with the teacher. The preschool educational institution should be characterized by cooperation and co-creation of teachers and children, their active, active position aimed at achieving a common result using the resources of the educational environment, constant partnership between participants in educational relations; showing interest and mutual respect for the process and results of joint activities; emotionally positive background of interaction.
Thus, a properly organized subject-developing environment in a preschool institution provides each child with equal opportunities to acquire certain personality traits, opportunities for his all-round development. But not every environment can be developmental. The space organized for children in an educational institution can be both a powerful stimulus to their development and an obstacle that prevents them from showing their individual creative abilities.
Bibliography:
- Federal State Educational Standard of Preschool Education, approved by order of the Ministry of Education and Science of Russia dated 17.10. 2013 No. 1155.
- Babaeva T.I., Gogoberidze A.G., Solntseva O.V. Childhood: Approximate educational program preschool education. - SP .: LLC CHILDHOOD-PRESS PUBLISHING HOUSE, 2014.
- Miklyaeva N.V. Subject-developing environment kindergarten... M .: TC Sphere. 2013
- G. Handbook of the senior teacher of a preschool institution. No. 8, 2014.
small and medium-sized businesses
The regions of the Southern Federal District differ significantly in terms of the level of development of small and medium-sized businesses. The indicators of the leaders - the Krasnodar Territory and the Rostov Region, as a rule, are higher than the national average, comparable to the Moscow Region, which has favorable factors for the development of small and medium-sized businesses. For example, in 2008 specific gravity medium-sized firms accounted for 4 percent in the Krasnodar Territory, 3.2 percent in the Rostov region, small businesses - 3.1 and 2.5 percent, respectively, and micro-enterprises - 3.3 and 2.5 percent. Individual retail entrepreneurs are very active in the Southern Federal District.
On the other hand, the Astrakhan region, the Republic of Adygea and the Republic of Kalmykia are characterized by low levels of development of legal entrepreneurship (medium, small and micro). The Volgograd region occupies an average position.
The most important direction of state support for entrepreneurship is to strengthen interaction, cooperation of small and medium-sized firms, small and large enterprises of the Southern Federal District for effective access to new technologies, risk distribution in various forms of joint economic activities, joint access to foreign markets, organization of joint research and development work, sharing knowledge and fixed assets, accelerating learning processes through the concentration and contacts of world-class specialists. Foreign experience shows that innovative firms are always more active in inter-firm cooperation. Small and medium-sized business networks will become key players in the emerging new economic clusters and new industrial regions of the Southern Federal District.
To maintain sustainable economic growth in the Southern Federal District, the number of people employed in small and medium-sized businesses should more than quadruple in 2020 (to the level of 2008-2009) and make up slightly less than half of all employed in the economy (in 2008 - about 10 percent). The rate of development of small and medium-sized enterprises in the district will outstrip the rates provided for by the project "Development of small and medium-sized enterprises": the number of small and medium-sized enterprises per 1,000 people in 2012-2015 will be 20 (by Russian Federation- 17), the share of gross domestic product created by small and medium-sized businesses - 30 - 40 percent (in Russia - 25 - 35 percent); in 2016 - 2020 the number of small and medium-sized enterprises per 1,000 people will be 22 (in Russia - 20), and the share of gross domestic product created by small and medium-sized businesses will increase to 45 percent (in Russia - up to 40 percent) ...
To achieve these indicators, it is necessary to continue the application of the program-targeted approach to the implementation of powers at the local level, including through co-financing of municipal programs for the development of small and medium-sized businesses from regional and federal budgets, increasing the transparency of state and municipal services through their prompt transfer to electronic type, development of a system of multifunctional centers, development of a network of infrastructure to support small and medium-sized businesses, including facilitating the expansion of access to financial, property, information, educational, consulting support, elimination of administrative barriers, protection of the rights and legitimate interests of small and medium-sized businesses.
The specificity of measures to support entrepreneurship in the Southern Federal District lies in active work at the local level to increase the availability of land plots by increasing the transparency of this procedure, creating a system informing about the availability of plots and production areas, and other measures.
The promotion of entrepreneurship in large agglomerations and remote rural areas will inevitably be differentiated. In the first case, efforts will be directed at a significant increase in the share of small and medium-sized businesses (oil and gas service companies, environmental services, geological exploration, etc.) in the production of innovative and high-tech products (up to 6 times), as well as in the production of services in the basic sectors of the economy. For this, dozens of new technoparks and business incubators of various specializations will be created, a special policy will be implemented to support small and medium-sized businesses across the entire structure of clusters - in production, in the supply system, among consumers.
To support start-up small innovative companies, grant programs will be initiated at higher educational institutions of the district. Existing innovative companies will be provided subsidies to compensate for the costs of developing new products, services and methods of their production (transfer), as well as new production processes, the acquisition of machinery and equipment related to technological innovation, the acquisition of new technologies.
Special support measures will be aimed at creating conditions for the development of the export potential of small enterprises, including through the development of programs to support competitive and export-oriented projects.
Significant efforts will be focused on stimulating cooperation between large, medium and small businesses (through holding conferences of suppliers in priority clusters, exhibitions and fairs, developing industry and cluster business associations and subcontracting exchanges) and ensuring the integration of small businesses with educational institutions (holding seminars, inclusion of business representatives in diploma and certification commissions, organization of practice at small and medium-sized businesses).
In remote rural areas of the district, priority measures will be to stimulate the development of small industrial production in the food, light industry, woodworking, construction, small-scale and small-scale mechanical engineering, transport and logistics, packaging, retail trade, the development of a system of credit cooperation and microfinance, the formation of consulting and industrial infrastructure. , information and educational support.
A necessary condition for the recovery of the economy of the Southern Federal District, contributing to the reduction of prices and the improvement of the quality of products and services, is to ensure the competitiveness of all market participants, the all-round development of competition. The regional programs for the development of competition, developed and approved in the constituent entities of the Southern Federal District, along with the Program for the Development of Competition in the Russian Federation, approved by the order of the Government of the Russian Federation No. 691-r dated May 19, 2009, are intended to become an essential element of the current economic policy, ensuring the transition from protective measures to building competitive relations and creating a competitive environment.
The experience of becoming market economy in Russia makes it possible to identify the following main trends in changes in the factors of the external environment of entrepreneurial activity:
A positive change in the factor (in r.d.) is associated with the development and further improvement of legislation regulating entrepreneurial activity;
A positive change in the factor (in w.t.) associated with an increase (insignificant) in effective demand;
The negative dynamics of the factor (in c.s.) associated with the formation of a competitive environment, with the growth of competition;
A negative trend in the change in the factor of the state of raw materials (in r.s.), associated with an increase in their cost and the cost of their transportation;
Negative trend of changes in market parameters labor resources(including), associated with the deterioration of their quality and cost;
A positive (for the future) trend of changes in the financial market (in RF), their greater availability and a decrease in the cost of credit.
The internal environment of business entities covers a wide range of elements representing a set of internal conditions for the functioning of a business entity and completely depends on the business entity. When it comes to the internal environment of a business entity, we mean:
Availability of capital (both own and invested);
Choosing an object of entrepreneurial activity and organizational and legal form economic activity;
Organizational structure of organizations;
Rationality and efficiency of entrepreneurial activity, etc.
When it comes to the internal environment of an entrepreneurial organization, we mean its structure, which encompasses not only the management mechanism aimed at optimizing scientific, technical and production and marketing activities, but also to improve the technologies of the processes being implemented, with the help of which entrepreneurial activity (energy), materials and information is converted into the final product of the entrepreneurial organization.
When forming the internal environment of business entities, two of its components are usually distinguished: situational factors and elements of the internal environment.
The elements of the internal environment are the constituent parts of an organization that are necessary to achieve goals. The main elements of the internal environment of the organization are shown in Fig. 1.7.
The internal environment of business entities is characterized by the parameters of the state of its main elements, which determine its potential (P b.e.), its ability to function in certain external conditions. The following are considered as the main internal factors of a business entity:
Parameters of products (goods, works, services) - P t;
Production parameters - P p;
Resource support parameters - P p;
Control system parameters - P y;
Sales system parameters - P s;
Parameters characterizing the financial position - P f.
Rice. 1.7.- The main elements of the internal environment of the organization
The parameters presented in the set create the system state space. All parameters (factors) are in a certain interdependence. Consider, first of all, the relationship between the parameters of the macro- and microenvironment in which the business entity operates.
So, the socio-economic situation of the country (in the s.E.) largely determines:
Principles, methods, tools for regulating entrepreneurial activity, laws, norms, rules, instructions, etc. (In rb);
The size and structure of effective demand for the products of business entities (in w.t.);
Opportunities for the development of entrepreneurship, which contribute to the growth or reduction of the number of business entities;
Tax and customs policy in relation to the raw materials industries and, accordingly, affects the quantitative and price parameters of the raw materials markets (fuel, metal, timber, etc.) (In the r.s.);
The level of employment in the country, regions, among people of different professions; the cost of labor, that is, the situation in the labor market (In tr.);
Availability of financial resources in the country and credit policy, that is, the state of the financial market;
Allocation for the development of science and technology, that is, it affects the market for scientific and technical products (new technologies, etc.) (In n.t.).
The level of scientific and technological development determines:
The state of the market for scientific and technical products, the availability of new ideas, technologies, developments, goods, etc. (in the RNT);
Opportunities for creating new business units based on the implementation of new developments, etc. (In class).
The demographic situation in the country (V d.) Affects:
The structure of effective demand (in w.t.), on the state of the labor market (in tr.t.).
The state of morality and culture of society (In n.c.):
On the method of business regulation (In r.b.), on the state of labor resources (In tr.).
The focus, structure, quality and cost of education (in OB) affects:
The state of the labor market (incl.).
Environmental factors in a certain way affect the parameters of the internal environment, which determine the potential of the enterprise:
The financial potential of a business unit (P f.) Is influenced by tax, customs legislation, etc. (In rb);
The technological capabilities of a business entity are influenced by the state of the market for scientific and technical products (in r.n.t.) and the financial market (in r.f.);
The potential of products (P p) is influenced by the state of the market for scientific and technical products (V rn.t.); financial capabilities (P f); availability of raw materials (in r.s.);
The human resources market (In tr.) Affects the human resources potential of a business entity (P to);
The managerial potential of a business entity (P y) is influenced by the labor market (V tr) and the market of scientific and technical products (V r nt).
The above analysis shows the relationship and significant interdependence of the factors of the external and internal environment (Figure 1.8).
For a better understanding of the problems facing business entities and determining ways to solve them, the authors analyzed the tendency of changing the parameters of the external and internal environment of their functioning.
The analysis was carried out on an expert basis. The experts were thirty experts representing various business entities, who answered the questions of a special questionnaire. The state of the environmental factors selected above was assessed as follows:
Satisfying the requirements of favorable business activity (U);
Not satisfying the requirements of the favorable business activity (N).
Trends in changes in environmental factors were assessed:
Positive for entrepreneurial activity (P);
Negative for entrepreneurial activity (O);
No changes (stability) (C).
Changes in the external macro environment are due to the following:
A positive trend in the economy of the state (In s.e.);
A positive change in the scientific and technical sphere;
The emergence of new scientific developments, new technology (KNOW-HOW);
Negative trends in the demographic situation: decrease in the number and aging of the population;
Maintaining a low level of morality and culture.
The results of the expert analysis of trends in changes in the factors of the external macro- and microenvironment of business entities are given in Table. 1.2.
Internal factors are associated, first of all, with the degree of progressiveness of products, the state of technology, technology; with the qualifications of employees; with the efficient use of fixed assets and their compliance with the scientific and technical level, etc.
An expert assessment of the tendencies of changes in the factors of the internal environment is given in Table. 1.3.
The impact of external and internal factors on the functioning of business entities necessitates the solution of two types of tasks:
Improving the efficiency of their current production and economic activities;
Ensuring the effectiveness of development for a certain perspective;
Reducing risks (hazards, threats).
Under the influence of internal and external factors, there is a certain destabilization, non-observance of the economic principles of rational production and economic activity. In this situation, business entities face problems (Figure 1.9).
The main methods for reducing production costs are:
Optimization of the utilization of production facilities (increase in shifts, load factor, etc., reduction of equipment downtime);
Increasing labor productivity through the introduction of rational labor practices and the elimination of losses of working time;
Ensuring optimal use of all production resources(raw materials, space, energy);
Improving quality and reducing scrap.
Streamlining the organizational structure of the business unit;
automation and computerization of managerial work
Situational factors of the internal environment of a business entity are internal variables that are created by an entrepreneur based on an analysis of the external environment and are used to determine the boundary conditions for the functioning of an entrepreneurial organization. The main situational factors include:
Corporate culture;
Intra-firm entrepreneurship (intrapreneurship);
Entrepreneurship goals.
Let's consider them.
Culture- This is a set of production, social and spiritual needs of people, or a high level of something, high development, skill. There are many more definitions, however, in fact, they boil down to the fact that culture is a concept that integrates various aspects of life, activities, behavior of people, their associations of society as a whole at a certain historical stage of its development.
Any culture, including an entrepreneurial one, contains two main aspects: values and procedures. Values are ethical ideals, qualities that are the highest moral categories. A procedure is a formally written and unwritten code of conduct based on specified values.
Currently, the terms "business culture", "enterprise (firm) culture", "economic culture", "corporate culture", "organizational culture" are used. All these are identical concepts, which are understood as the spiritual life of people in an entrepreneurial environment, in an organization, their ideological moral state, feelings, thinking and actions.
Economic culture – it is, as it were, a projection of the economy onto the cultural sphere; the converse is also true, according to which it is a projection of culture onto the sphere of economics. In other words, the cultural component of economic activity (economic culture) is inseparable from this activity itself, is its necessary prerequisite and is able to actively influence it, strengthening or slowing down the development of the economy. In the same way, it can be argued that the economic component of culture (economic culture) affects the entire cultural environment of a given society (including science, art, religion), and directly, directly affects those spheres of culture that are most closely related
Corporate culture is a system (not necessarily formalized) generally accepted in the company and protected by its members (not always consciously) cultural, ethical, moral and other postulates in relation to goals, business, intra-company relationships and interaction with the environment (customers, partners, competitors, government agencies, society generally). The system of these postulates finds its expression in the values and beliefs, norms, principles, rules, procedures, standards, as well as customs, traditions, manners, rituals, which have developed spontaneously or consciously and declared (declared) by the company and its members. Corporate culture is a multifactorial substance, and therefore it is always individual, which means that, as a rule, it is one of the factors that gives an organization its individual characteristics.
There are many approaches to analyzing the content of a particular corporate culture. F. Harris and R. Moran proposed to identify ten meaningful characteristics inherent in any corporate culture:
Awareness of yourself and your place in the organization;
Communication system and language of communication;
Appearance, clothing and presentation of oneself at work;
Habits and traditions associated with the reception and assortment of food;
Awareness of time, attitude towards it and its use;
Relationships between people;
Values and norms;
Worldview;
Development and self-realization of the employee;
Work ethics and motivation.
The above characteristics of corporate culture in aggregate indicate non-traditional, but very effective ways of management, when the corporate ideology and the system of organizational values come to the rescue of the leader.
And in conclusion, it should be noted that, as shown by a study of Russian psychologists, more than 60% of organizations prefer that their company stands out in some way, has its own principles. Curiously, sometimes company employees believe that it is better to have even a negatively perceived corporate culture than to have none. Well, the desire to identify with the collective is still one of the strongest personal motivations.
At present, not only in theoretical research, but also in practice, more attention is paid not only to entrepreneurship as a special type of economic activity in conditions of concentration and creating better economic conditions for oneself through market exchange, but also intrafirm entrepreneurship - intrapreneurship... Please note that internal entrepreneurship should be viewed as an internal variable situational factor, which is set by the head of the organization, based on the analysis of the external environment, and is used to achieve a competitive advantage for the organization.
Allocation of intrapreneurship as a special type of entrepreneurial activity deprives entrepreneurship of being, turning it into a “emerging and then disappearing phantom”.
The emergence of intrapreneurship (Fig. 1.10), firstly, is due to objective trends in the socio-economic development of society, when the social aspects of human activity motivation become dominant for many, when people strive for independence, self-expression. They want to fulfill these needs, to gain more independence in their organization within the framework of its organizational structure. Underestimating these desires can lead to a decrease in interest in the work performed and the departure of the most capable and promising employees from the organization in search of opportunities for self-realization and creativity.
Secondly, the reason for the interest in intrapreneurship was the trend of the need to introduce new technologies in order to increase competitive advantages.
In large organizations that work quite stable and successfully, as a rule, innovation is held back, innovations are blocked, initiatives can be ignored, especially if they are not directly related to the main activities of the organization, that is, conservatism is observed. Organizations with a traditional management structure most often operate on the basis of a clear hierarchical subordination and a set of instructions that comprehensively regulate their activities.
In organizations of an entrepreneurial type, the leader creates an atmosphere of search, encourages ideas, proposals and new solutions put forward. Developing a spirit of intrapreneurship ensures the effective development of an entrepreneurial organization and allows it to achieve a competitive advantage over other organizations.
From a socio-psychological standpoint, entrepreneurial activity is a means of realizing the needs of an individual for independence, wealth, prestigious work, and position in society. In some organizations, conditions are created for the transformation of a person who has put forward an entrepreneurial idea into a co-owner of a partner firm; there are other types of interest as well. An individual entrepreneur can fully realize these needs. In the partner business, they are somewhat limited, therefore, in an entrepreneurial organization for an intrapreneur, certain conditions must be created to ensure the implementation of his innovative ideas (Fig. 1.11).
Under in-house entrepreneurship means the implementation of entrepreneurial goals within an existing commercial organization that produces certain products (works or services), in which the leader creates conditions for the promotion and implementation of innovative entrepreneurial ideas for the commercialization of new technical, technological and other achievements, allocates resources (intracapital) for their implementation, and provides comprehensive assistance for the practical implementation of the idea.
Intra-firm entrepreneurship can be viewed as an activity for the production and sale of products (works) based on the integration of entrepreneurial initiative and the capabilities of a commercial organization. HA person who initiates and conducts his entrepreneurial activity within the framework of an existing organization is an intrapreneur.
The essence of the activity of an intrapreneur is that he does not expect any changes in the activities of the organization and only then reacts to them accordingly, but “forces” the changes that are beneficial for the commercial organization to occur, that is, rebuilds the usual process into an entrepreneurial, innovative and intrapreneur.
The stages of interaction between an intrapreneur and an entrepreneurial organization are presented in Table. 1.4.
In accordance with the main phases of the formation of intra-firm entrepreneurship, the entire process of improving an entrepreneurial organization consists of the following stages:
Analysis of the prerequisites for the development of intra-firm entrepreneurship;
Creation of conditions for the formation of intra-firm entrepreneurship;
Creation of the structure of intra-company entrepreneurship;
Formation of a system of interconnection and interaction of partners within the framework of intra-firm entrepreneurship.
The essence of intra-firm entrepreneurship can be characterized from two points of view:
From the point of view of an entrepreneurial organization - as a method of management in an organization, which is based on the initiative of the performers, and not administration. It should be borne in mind that the top management of the entrepreneurial organization still retains control functions;
From the point of view of the subject of implementation - as a form of economic activity of an intrapreneur.
In neoclassical economic theory, the process of transforming input resources into a finished product was carried out by an autonomous legal economic organization (enterprise). In modern conditions, the vision of the basic model of the organization is changing. It is being replaced by the cooperation and integration model. This model is characterized by the tendency towards cooperation of production and corporatization of enterprises in the behavior of business entities. The stability of this trend suggests that the most important elements of a market economy recent period advocates the joint functioning of business entities within the framework of business networks.
To study complex objects and problems of their functioning and development, a systematic approach and systems analysis are used. This approach to the study of an object is a concretization of the materialistic theory of knowledge and allows you to formalize on certain principles the process of analysis, preparation and substantiation of ways to solve the identified problems. It allows you to better understand the ongoing processes of functioning of business entities and the reasons for their entry into business networks, to give their formalized description. To regulate the process of formation and functioning of entrepreneurial networks, it is necessary to move from private empirical dependencies and connections to the creation and formalization of a logical description of the overall picture of an object in all its complexity and interdependence.
The systematic approach allows us to analyze all the aggregate factors of the process and to identify their influence as a whole and its individual parameters on the degree of achievement of the set goal. The state of the system is determined by the properties of its main elements, its ability to function to achieve the set goal in response to the input impulse.
Possibilities of solving the problems of business entities by joining the business network are presented in Table 1.5.
In the process of long-term functioning of business entities, various kinds of changes in the parameters of the organization and the external conditions of its existence occur. These changes occur both spontaneously and under the regulatory influence of the authorities.
Under the influence of internal and external factors, certain destabilizations arise, non-observance of the economic principles of rational production and economic activity. In this situation, the business entity faces problems. The basic factors of their origin are: development scientific and technological progress society, uneven development of various sectors of the national economy, a decrease in the profit rate of existing traditional production, an increase in the population's needs for new, improved goods and services.
Many modern problems of the development of business entities, especially small ones in volume, can be successfully solved by concentrating production, deepening specialization and division of labor. As the main methods of reducing the cost of manufacturing products, we can offer:
Optimization of the utilization of production facilities (increase in shift, load factor, etc., reduction of equipment downtime);
Increasing labor productivity through the introduction of rational labor practices and the elimination of losses of working time;
Ensuring optimal use of all production resources (raw materials, space, energy);
Reducing the production cycle, work in progress;
Optimization of warehouse stocks;
Improving quality and reducing scrap.
Reducing management costs can be achieved by:
Rationalization of the organizational structure of a business entity;
Rational division and cooperation of managerial labor;
Optimization of the management staff;
Automation and computerization of managerial work.
The entry of a business entity into an entrepreneurial network allows to optimize the economic potential of all participants in an entrepreneurial network, to obtain a synergistic effect from the pooling of their resources, to translate inter-firm competition into competition of associations (networks).
A number of firms participate in inter-firm alliances in order to deny a competitor access to resources and create obstacles for a third firm. It should be borne in mind that inter-firm cooperation is advisable only while maintaining control over its own business, otherwise the business entity may find itself in a situation of ignoring its interests for the sake of another participant in the business network.
In modern conditions, institutions are being formed that determine the basic properties and rules of relations between the subjects of a market economy.
One of the main integrating elements is the contract, which legally ensures the fulfillment of mutual obligations in the process of developing the production and marketing of goods and services.
For more details see: A. N. Asaul, E. G. Skumatov, G. E. Lokteva Methodological aspects of the formation and development of entrepreneurial networks / Ed. Doctor of Economics, prof. A.N. Asaula. - SPb .: "Humanistika", 2004. - 256 p.
Zavlin P.N., Vasiliev A.V., Knol A.I. Assessment of the economic efficiency of investment projects. - SPb .: Nauka, 1995; Kazansky Yu.N. Construction in the USA and Russia: economics, organization, management. Scientific Center of the Twentieth Trust Corporation. - SPb .: "Twentieth Trust", 1995.
Asaul A.N. Entrepreneurship in the construction industry. - SPb .: Economic Sciences, 1996.
Keller T. Holding concepts: organizational structures and management. - Obninsk: GTSPIK, 1998; I. V. Kupriyanova, A. I. Mikhayushkin On the peculiarities of entrepreneurial activity in construction. Economic policy in the field of housing construction in the conditions of market relations. - SPb .: SPbGIEA, 1994; V.P. Udalov Small business as an economic necessity: In 2 vols. - SPb .: Publishing house of SPbGUEF, 2002.
Imambaev N Correct formation of the "correct" organizational culture // Company management. - 2003. - No. 3. - S. 54-58.
The term "intrapreneur" was introduced by the American researcher G. Pinshaw and further developed: entrepreneur - a person who takes risks when creating a new organization or introducing a new idea, product or service; entrepreneurship - entrepreneurial activity carried out within a large firm or other large business enterprise; An entrepreneurial manager is a manager who seeks opportunities and takes deliberate risks to bring about change and improvement in his or her enterprise.
, Batrak A.V. Corporate structures in the regional investment and construction complex. - SPb .: Publishing house ASV, SPbGASU, 2001.Williamson O.I. The economic institutions of capitalism: firms, markets, relational contracting. - SPb .: Lenizdat, 1996; Economic and mathematical methods and models of planning and management. - M .: Knowledge, 1993; The economy of the enterprise and industry. Series "Textbooks, teaching aids". - Ed. 3rd., Rev. and add. - Rostov-on-Don: Phoenix, 1999.
A. N. Golovina
For more details see : Asaul A.N., Skumatov E.G., Lokteva G.E. Entrepreneurial networks in construction / Ed. Doctor of Economics, prof. A. N. Asaula. - SPb .: "Humanistika", 2005. - 256 s .
Golovina A.N. Methodology for developing the problem of specialization and cooperation, production in the conditions of a transforming economy // Bulletin of the Ural University, 1999.
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Milk is a favorable environment for the preservation and development of microorganisms. The most abundant and significant source of bacterial contamination of milk during milking is the wool and skin of cows. Dairy utensils and utensils that are poorly washed or washed with unsatisfactory sanitary water also represent serious sources of bacterial contamination of milk. Room air can become a noticeable contamination factor for milk if it is dusty with dry feed before or during milking. Relatively rarely milk is contaminated by the hands of milkmaids. The possibility of milk contamination increases when cows are over-fed with succulent feeds (silage, root crops) that cause runny feces. Pure milk is dominated by micrococci, some lactic acid bacteria, sarcinum, etc. Milk obtained in unsanitary conditions may contain a significant amount of E. coli, as well as putrefactive and lactic acid microbes.
With long-term storage of milk (at room temperature), one can state not only quantitative, but also qualitative changes in the microflora. Immediately after milking, the number of microbes in milk does not increase or even decreases for several hours (bactericidal phase). Recently, an antibacterial factor, lactinin (apparently of an enzymatic nature) has been found in milk. The bactericidal properties of milked milk appear the longer, the lower its temperature and the less the primary seeding. Bactericidal properties are manifested mainly in relation to udder micrococci, some lactic acid streptococci and group A streptococci. The bactericidal effect of milk, apparently, does not apply to intestinal and typhoid bacilli. The bactericidal phase is followed by a phase of mixed microflora, lasting about 12 hours. It is replaced by a phase of lactic acid streptococci, displacing alkali-forming and putrefactive bacteria due to the accumulation of lactic acid. Then comes the phase of lactic acid sticks, more acid-resistant than streptococci, which are gradually dying out. The last phase - the phase of fungal microflora - is characterized by suppression of lactic acid microflora by yeasts and molds, for the reproduction of which the high acidity of the milky environment is favorable. All these phases end with putrefactive decomposition of milk due to the reproduction of the corresponding microbes. The described scheme of the regular phase change of the milk microflora is not constant; a number of factors can disrupt it, for example, the buffering capacity of milk or its storage temperature. The latter not only affects the general reproduction of microbes, but has a selective effect on the development of individual forms of microbes. For example, milk (pasteurized or boiled), when stored for a long time at a low temperature (5 °), while remaining outwardly normal, can acquire a bitter taste due to the predominant development of psychrophiles, among which putrefactive spore microbes are often found.
Milk can become infected at the first stage of its receipt from a sick (or a bacillus carrier) animal or person; it can also be infected with the water used for dishwashing and udder cleaning. Infectious contamination of milk is also possible at further stages of its promotion to the consumer. Tuberculosis infection can be transmitted through the milk of sick cows, since the causative agent of tuberculosis in cattle (Mycobacterium tuberculosis, typus bovinus) is pathogenic for humans; children are especially susceptible to it. Milk from cows suffering from tuberculosis of the lungs, intestines, udder is not allowed for consumption and must be destroyed. Milk from cows that react to tuberculosis, but do not have clinical signs of the disease, is allowed to be eaten after pasteurization at t ° 8.5 ° for 30 minutes.
Brucellosis among the population without contact with animals is spread through the alimentary route and almost exclusively through raw cow's milk. Therefore, milk from cows that respond positively to allergic and serological tests for brucellosis, but do not have clinical symptoms, is rendered harmless by pasteurization for 30 minutes. at t ° 70 ° or instant pasteurization at t ° milk of at least 90 °. Milk obtained from cows with clinical manifestations of brucellosis must be boiled for 5 minutes.
Mastitis (inflammation of the mammary glands of lactating cows) is mainly caused by streptococcus (Str. Mastitidis); staphylococci and some other bacteria play a secondary role here. Milk and dairy products from cows with mastitis cause food poisoning. Therefore, the supplement (1958) to the sanitary and veterinary rules provides for the isolation and treatment of cows sick with mastitis, the separate use of mastitis milk after boiling for feeding to calves and piglets, and the prohibition of this milk for use in food.
Foot and mouth disease is transmitted to humans through the alimentary route, in particular through the raw milk of sick animals. Milk obtained in FMD quarantined farms is allowed for consumption only inside the farm after boiling for 5 minutes.
With anthrax, milk secretion is sharply reduced. The resulting milk is destroyed.
Tularemia can sometimes be transmitted through milk. The pathogen (Pasteurella tularensis) can survive in milk for several days. Milk must be carefully protected from rodents.
Q fever can be transmitted through milk from sick animals for 20-30 days during the asymptomatic period. The resulting milk must be destroyed.
Veterinary legislation does not allow the release of milk for human consumption from cows, goats, sheep and horses with anthrax, symptomatic carbuncle, rabies, rinderpest, infectious jaundice, necrobacillosis of the udder, udder actinomycosis, glanders (and suspicious glanders), malignant edema and leukemia.
Milk epidemics of typhoid fever differ from water epidemics in greater massiveness and less extension of the incubation period; they have a higher incidence of typhoid fever in children (the main consumers of milk). The most common primary source of milk infection is the carrier bacillus and the patient. Milk for consumption must be pasteurized; the effectiveness of pasteurization must be checked. Periodically examine for bacillus all persons who are in direct contact with commercial milk.
Paratyphoid B can often occur in the form of milk epidemics and outbreaks, the course of which is similar to typhoid. Prevention is the same as for typhoid fever.
Dysentery can also be spread through contaminated milk.
Epidemic hepatitis (Botkin's disease) can be transmitted through milk. If you suspect that milk contains the hepatitis virus, it is boiled for 10 minutes.
Diphtheria can be easily transmitted through milk, although no outbreaks of diphtheria associated with milk have been observed in the USSR.
The causative agent of scarlet fever can cause mastitis in cows and pass into milk from a scarlet fever patient and carrier. Mandatory medical examination of the personnel of dairy enterprises, temporary removal from work of those suffering from angina, regular veterinary supervision of lacquering animals and milk pasteurization.
Polio can be transmitted through milk. The polio virus persists in milk for up to 3 months. Milk from areas epidemic for poliomyelitis is subject to mandatory boiling or enhanced pasteurization at t ° 70 ° for 30 minutes.
Food poisoning with milk has been observed repeatedly, especially in those countries and places where it is consumed raw. However, the most common reason for poisoning not only raw, but also pasteurized milk is its seeding with enterotoxigenic staphylococcus, the source of which can be mastitis cows or (more often) a bacillus carrier and a patient. Attention is drawn to the frequent poisoning with pasteurized flask milk, subjected to sourness (samokvass) and, apparently, contaminated with enterotoxigenic staphylococcus. It is necessary to observe hygienic requirements when handling milk, monitor the health of personnel dealing with milk. Flask pasteurized milk should be re-pasteurized or boiled before consumption. Sour flask milk is used exclusively for making cereals, casseroles, rolls, etc.
The need to create a favorable living environment is largely determined by the ways and methods of solving social and environmental problems, as well as housing, trade, household and communal services, the possibilities of rational organization of leisure. Economic reforms, on the one hand, positively influenced the renewal of the appearance of a number of large cities (Moscow, Nizhny Novgorod, Novosibirsk, Samara), but on the other hand, they sharply reduced the social opportunities of medium and small cities - the miserable existence of the population became sad and has great social consequences. fact.
The creation of a favorable living environment begins with the rational, thoughtful implementation of architectural and planning transformations, the comprehensive improvement of the housing and cultural and living conditions of people. Unfortunately, cities are increasingly faced with departmentalism and spontaneity in the construction of housing and cultural facilities. The city's architectural service approaches these issues to a certain extent mechanically: whether or not this or that object fits into the architectural ensemble. As a result, cities often suffer from scattered production and cultural facilities, and the lives of tens of thousands of people are complicated.
Planned development of the city, the consistent development of new and freed from dilapidated housing areas, the appearance of its quarters, main streets, improvement can be carried out only on the basis of the combined efforts of city authorities, enterprises and organizations of the city.
With all the importance of the social-spatial and architectural-planning problems of cities, the determining ones are the social mood, well-being, people's satisfaction with the place of residence, the ability to realize material and spiritual needs. The overcrowding of the population, the facelessness of the urban environment, the lack of proper social control are interspersed with such urgent issues as the housing problem, the spread of mass culture, the growth of dysfunctional families, the involvement of young people in various forms of deviant behavior, and the growth of crime. The alienation of people, the growth of loneliness, the lack of mercy (caring for the elderly, offended by fate, uncompetitive, etc.) are increasingly manifested. The person should become the central figure, and the main task should be the organization of his life.
The intellectual potential of the city, the spiritual atmosphere in it is created by people with general and special training. Concern for increasing their number and level of influence is the key to the development of culture in the city.
It is impossible to imagine a modern city without spiritual culture, constant development of cultural and educational institutions, cinema services, libraries, theaters, museums, concert halls, parks of culture. One of the main questions remains about organizing the effective use of free time, which is a friend of a person, but under certain circumstances becomes his enemy.
The social development of the city involves the implementation of measures to systematically influence negative processes: drug addiction, prostitution, organized crime, delinquency, child neglect, misconduct against the rules and norms of behavior and community, any manifestations of an antisocial nature.
The vulnerable side of the life of cities is trade and consumer services, the creation of their modern base, the introduction of new methods of work, and the enhancement of the culture of everyday life. Unfortunately, in most cities, the "social rear" is hopelessly behind, meeting the generally accepted plague standards little.
Designing conditions for human activity in the family and everyday life begins with taking care of housing. The acuteness of this social problem does not decrease. There are still many complaints about the quality of housing, as it does not always and everywhere respond high level comfort.
At present, the solution to the problem of housing is associated with its privatization, with the reform of the utilities sector, when the state's orientation to shift these concerns onto the shoulders of the citizens themselves became clear. Undoubtedly, without solving larger-scale problems of people's livelihoods, such an approach only exacerbates social contradictions in society, because it exacerbates the plight of a significant number of residents.