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3The feature of the exponential distribution is the equality of the average and standard deviation, and the parameter X= 1/d . In view of this, the expression (4) takes the form:
P(d) = 1 - e~ d d+'°d d = 1 - e~(l+t) (5)
From (5), with exponential distribution the probability to ensure the production of material resources is directly determined by the value of t-normalized deviation. Consequently, the probability of deficit in the planned safety stock is determined by the formula:
q(d) = 1 - p(d) = edl+n (6)
Scarce situation does not arise in the context of each delivery of material resources, but arise at a certain fidelity.
Thus, the creation of insurance stocks is due to freezing of large amounts of material resources and the relevant losses, that are associated with a slowing turnover of working capital and reserves, invested in working capital. However, in the absence of insurance occur losses due to shortage of material resources.
REFERENCES
1. Bowersox D. Logistics: the integrated supply chain [Text] / D. Bowersox, D. Per Class. Translated from English. - M .: Olympus Business, 2001 - 640 p.
2. Lukinskiy V.V. Actual problems of formation of the theory of inventory management [Text] / VV Lukinskiy. - St. Petersburg: SPbGIEU, 2008 - 212 p.
3. Kuzbozhev E.N. Planning circulating productive assets (for example, inventory) [Text] / EN Kuzbozhev, TN Babich, IV Babenko // economic analysis: theory and practice. 2010. № 8. S. 13.
4. Rizhikov Y.I. Queuing theory and inventory management [Text] / YI Rizhikov. - St. Peter .:, 2001 - 376 p.
5. Migunova E.A. Theoretical aspects of the study of the economic potential as an object of planning in an industrial plant [Text] / E.A. Migunova, L.S. Belousov, T.N. Babich // News Southwestern State University. 2012. № 4-3 (43). S. 65-75.
IMPLEMENTATION OF INFORMATION SECURITY DURING THE PERSONNEL TRAINING IN RUSSIA
ABSTRACT. THE INTRODUCTION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN ALL AREAS OF PROFESSIONAL ACTIVITY IS ACCOMPANIED BY INCREASING THREATS OF SECURITY, SO THE TASK OF IMPROVING THE QUALITY OF INFORMATION TRAINING OF THE PERSONNEL IN TERMS OF SECURITY IS IMPORTANT. THE AUTHOR CONSIDERS THE EXAMPLES OF THE GOVERNMENTAL SUPPORT OF INFORMATION TRAINING IN RUSSIA AND THE EXPERIENCE OF THE AUTHOR IN INFORMATION TRAINING OF PERSONNEL.
KEYWORDS: INFORMATION TRAINING, SAFETY, SECURITY, PROFESSIONAL AND PEDAGOGICAL EDUCATION
SERGEY BOGATENKOV
ser-boaatenkov@yandex.ru
PhD in Engineering, Leading Researcher, Chelyabinsk State Pedagogic University, Chelyabinsk
In today's information society the e-commerce is rapidly implementing; the e-government is forming in Russia; the distance learning is introducing in education, based on the "cloud" Internet technologies. On the one hand, the introduction of information technologies increases the effectiveness of professional activities, on the other hand, it increases the security threats.
The serious security threat is the modern condition of pedagogical education in Russia. The concept of supporting the development of pedagogical education has the results of monitoring the activities of State institutions and their branches, conducted in 2012 by the Ministry of Education and Science of the Russian Federation. The monitoring showed that 30 of 42 pedagogical
ISSUE 3 2014
universities (71.43%) and 29 of 37 of their branches (78.38%) were recognized the institutes, which have the signs of inefficiency. The important role in this situation plays the problem of poor quality of graduates training due to outdated methods and technologies, lack of connection between the disciplines and the real needs of the employees [1].
This problem is exacerbated by the development of practice-oriented forms of education, such as applied bachelor training, multi-functional centres of applied qualifications, basic chairs, etc. The leaders of the highest levels talk about the need of the practice-oriented approach. Thus, Prime Minister D.A. Medvedev noted the trends in increasing the cooperation of the Russian universities and industrial enterprises. He pointed out that it's desirable to have lecturers, who have experience in production shops, designing offices, marketing and service companies, especially for the new forms of education, such as the applied b training and technological master training [2].
Security threats, arising in the result of the introduction of information technology, are directly related to a specific professional activity. For example, the current innovation is the implementation of educational programs with the use of e-learning and distance learning technologies. However, it reduces the quality of educational outcomes due to the reduced contact time of teachers and students, insufficient accuracy of software and hardware performance, low quality of electronic educational resources, etc. Therefore, the development of e-learning and distance learning technologies is carried out with the help of governmental support. For example, the article #16 of the Law on Education of the Russian Federation, adopted in December 2012, states: "... in the organization, engaging the educational activities, there should be conditions for e-learning environment, which includes electronic information resources, e-learning resources, set of information technologies, telecommunication technologies, appropriate technology tools and providing studying the educational programs in full volume, regardless to the location of the students" [3].
These facts, associated with lack of quality education in the field of information and communication technologies and increase of security threats, testify the relevance of the task, related to improving the quality of information training in security aspect.
Teachers of vocational training are the conductors of knowledge and skills formation in the process of professional training in the field of information and communication technologies. The base for their training are the Federal State Educational Standards (FSES) of secondary professional education and higher professional education in training direction "professional training (by fields)", including the necessary professional competences.
The system of training personnel considers adaptation of professional competences to different profiles of direction. The tool for this adaptation is the competence orientated management of vocational teachers training, suggested by E.A. Gnatyshina [4]. S.A. Bogatenkov adapted the theory of the the competence orientated management in the case of designing the personnel information training [5], including applied bachelors training [6]. Formation of information competence in the level vocational pedagogical education was designed on the experience of the introduction of information technologies in education, engineering, energy, economics and management [7]. The result of the researches is the monograph "Design of safe informational training" [8], which became the laureate of the All-Russian competition for the best scientific book of 2013, held by the Fund of National Education. In designing of the information training of teaching staff, the author used the criterion of security [9]. Information teacher training should be regarded as the system of management of quality, which is estimated by the number of indicators that take into account the level of security [10]. The dynamics of development of the concept of competence in the field of information and communication technologies, i.e. information and communication technologies competence of teachers in the system of vocational and pedagogical education is reflected in the papers [11, 12]. The concept is based on the classification of information and communication technologies competences [13]. Based on the analysis of the experience [14, 15], the author formulated the requirements for information training in trade [16], as well as in terms of information and measurement systems [17] or automated systems design [18].
The methodology of designing system of information training is based on the layer model of formation of information and communication competencies of graduates [19], which consists of models of training graduates of secondary professional training, bachelor and master degree [2022].
Using the layer model and classification of information and communication technologies made it possible to implement the technologies of secure information training of teaching personnel in the
conditions of the information education [23, 24]. The developed methodology and technology of secure information training make it possible to develop the effective systems for personnel training under the companies order. For example, the system of information personnel training for work in an environment of 1C, which is widely used on enterprises in Russia and abroad, is described in [25].
The author has developed the technology of competence formation among the personnel in the implementation of information technology in terms of safety for the graduates of various levels and profiles of professional pedagogical education. First results of the research in the field of e-learning were published in the book "E-learning: features of implementation" [26]. The most complete results of research in education, engineering, energy, economics and management are reflected in the manual "System of information and communication competence formation" [27].
The analysis of the experience of the implementation of information technology in professional activities allowed us to formulate the requirements for personnel with different levels of education: secondary professional training, bachelor and master degree and postgraduate degree [20-22].
In the results of analysis of FSES of secondary professional training and higher professional training in direction "Vocational training (by fields)" and application of the competence-oriented management for the secondary professional training, bachelor and master graduates the author received the competencies that meet the requirements of practical experience. In the absence of FSES for postgraduate studies students the competencies were received in the result of the requirements of the experience.
Thus, the author views the examples of State support of information training in Russia and the experience of the author in providing safety of informational training.
REFERENCES
1. The concept of supporting the development of teacher education. URL: http://www.mpgu.edu/documents/concepciya-podderzhki-ped-obrazovaniya.pdf.
2. Transcript of D.A. Medvedev at the International Aviation con-Gress August 27, 2013. http://government.ru/news/4093
3. Federal Law on Education of the Russian Federation № 272 FZ. http://www.garant.ru
4. Gnatyshina E.A. Competence Based Management training pe-dagogov training. Spb .: LLC "book house", 2008. 410 p.
5. Bogatenkov S.A. Competence based management informa-tion preparation of graduates of educational institutions // Concept, 2014 vol.12. pp. 141-145.
6. Bogatenkov S.A. Gnatyshina E.A. Designing awareness training applied bachelors. Chelya-binsk Univ Chelyaba. State. ped. University, 2013. 208 c.
7. Bogatenkov S.A. Formation of information competence in level vocational teacher education. Chelyabinsk: Izd Chelyaba. State. ped. University, 2012. 185 p.
8. Bogatenkov S.A. Designing secure information training. Chelyab. State. ped. University, 2013. 267 p.
9. Bogatencov S.A. Design information on teacher training safety criterion // Education and Informatics, 2013. № 8. S. 72-79.
10. Bogatenkov S.A. Computer Training of educators as B-tem of education quality management // Education and Informatics, 2013. № 7. S. 85-89.
11. Bogatenkov S.A. The concept of formation of information and com-munication competence of graduates of vocational teacher education // world of science, culture, education, 2012. № 5. S. 51-53.
12.Bogatenkov S.A. The concept of formation of information and communication-tional competence of the teacher in the vocational and teacher-education about // Concept, 2014. № 5. S. 6-10.
13.13 Bogatenkov S.A. Classification of information and communication com-competences in vocational teacher education as a factor Didakt-cal security // World of Science, Culture, Education, 2013. № 1. S. 4548.
14.Bogatenkov S.A. Experience creating multimedia educational environment: engineering, commerce, education // Education and Informatics, 2014. № 3. S. 58-63.
15.Bogatenkov S.A. Improving the effectiveness of SLEEP-zheniyu by automated means energy accounting // Industrial Energy, 1997. № 12. S. 2-5.
16.Pereverev P.P., Bogatenkov S.A., Bogatenkov D.S. Requirements for information-tional training Retailing in innovative information environment // Management of innovative development of the economy: theory, methodology, practice. Chelyabinsk, 2014 S. 190-195.
17.Bogatencov S.A. Requirements for information training in terms of information and measuring systems // Concept, 2014. № 1. S. 16-20.
18.Bogatencov S.A., Usubov N.D. Formation of the requirements for training information for applications of automated projection-tion // Baku: Mashinovedenie, 2014. № 1. S. 60-64.
ISSUE З 2014
19.Gnatyshina E.A. Bogatenkov S.A. layered model of information and com-munication competencies of graduates of vocational teacher education // Teacher education and science, 2012. № 12. S. 77-80.
20.Bogatenkov S.A. Model of the system of formation of information and com munication competence bachelors vocational training // World of Science, Culture, Education, 2012. № 6. S. 138-141.
21.Bogatenkov S.A. Formation of competence masters of vocational training // Vocational Education. Capital, 2013. № 5. S. 37-38.
22.Bogatenkov S.A. Formation of information and communication com-competence in vocational teacher education professionals //-ing education in Russia and abroad, 2012. № 8. S. 47-51.
23.Bogatenkov S.A. Secure information technology training Program personnel in the conditions of informatization of education // Concept, 2013. № 6. S. 11 -15.
24.Bogatenkov S.A. Competence-based approach to planning information training of graduates of educational institutions // Con-CEPT, 2013. № 5. S. 13-20.
25.Bogatenkov S.A., Bogatenkov D.S. System information training cading the conditions of use of configurations of "1C: Enterprise" // Concept, 2014 v.20. S. 176-180.
26.Bogatenkov S.A. E-learning: implementation of features. Chelyabinsk: IIUMTS "Education" 2006, 67 p.
27.Bogatenkov S.A. System of formation of information and communication-term competence. Chelyabinsk: Izd Chelyaba. State. ped. University, 2014. 297 p.
PECULIARITIES OF THE DEVELOPMENT OF PHONEMIC HEARING AND MOTOR ACTIVITY
OF FINGERS IN CHILDREN OF EARLY AGE WITH THE NORMAL AND THE DELAYED SPEECH DEVELOPMENT
ABSTRACT. THE ARTICLE OFFERS A NEW AND A CLEAR DEFINITION OF THE TERM " DELAYED SPEECH DEVELOPMENT" BRIEFLY DESCRIBES CAUSES THAT LEAD IN THIS DEVIATION FROM SPEECH ONTOGENY. FOR THE FIRST TIME IT DISCLOSES THE INTERCONNECTION BETWEEN THE DEVELOPMENT OF PHONEMIC HEARING AND MOTOR ACTIVITY OF FINGERS IN CHILDREN OF EARLY AGE WITH THE NORMAL AND THE DELAYED SPEECH DEVELOPMENT AND ALSO NOTICES THE PECULIARITIES OF THE DEVELOPMENT OF PHONEMIC HEARING AND THE DIFFERENTIATED MOVEMENTS OF FINGERS IN CHILDREN WITH DELAYED SPEECH DEVELOPMENT.
KEYWORDS: DELAYED SPEECH DEVELOPMENT, MOTOR ACTIVITY OF FINGERS, PHONEMIC HEARING, PHONEMIC PERCEPTION.
ELENA BUSHINSKAYA
bushinskaya.elena@mail.ru
Speech Therapist (Tutor), Municipal Autonomous Pre-School Educational Institution Kindergarten Of a Combined Type №1 «Goluboy Korablik», Rezh
Today more and more often parents having children of early age and tutors working in preschool educational institutions with this age-related category of children face such problem as delayed speech development which provides the negative influence on the process of training, development and education of a child. What is delayed speech development and why does it appear?
In the modern scientific literature the term "delayed speech development" is defined differently and vaguely. There is neither clear definition of this term nor the structure of defect (disorder) in this deviation from speech ontogeny (development). We will use the following definition of delayed speech development and visualize the structure of defect of this speech deviation so that you can understand what is going on with your child.
Delayed speech development is underdevelopment of language and speech ability that appears in the form of a deficient level of learning norms of a language and a decrease of speech activity (speech) and that leads to delayed development of communicative function of speech and also to deficit development of play and cognition activities.
In the structure of defect (disorder) of delayed speech development the leading position is given to underdevelopment of language and speech ability. Why do we notice underdevelopment of language and speech ability but not speech though the term is named "delayed speech development"? The thing is that speech and language are closely interconnected and define each other. Language is the system of codes, signs and symbols. Speech is realized through this system. A child doesn't begin to speak until he learns a certain system of rules that is peculiar to this language. In this the essence of language and speech ability is. This is connected yet and with
