Test work on "economic theory". Does a subject of the Russian Federation have the right to hold a referendum on secession from the Russian Federation?

The main goal of our study is to study the features of choice motives future profession among high school students

Hence the next hypothesis : the choice of a future profession is made on the basis of certain motives. The criteria for the formation of motives for choosing a profession are: a) awareness of the motives for professional choice; b) the predominance of internal motives related to the content of the activity in the motivation structure professional self-determination; c) active work, implementation of professional goals and plans outlined during self-determination. The need for a motivated and conscious choice of a future profession is the most important feature the emergence and development of professional self-determination among high school students.

An object research : motivation for professional self-determination of the individual.

Item research: features of motives for choosing a profession by high school students.

As main tasks we have highlighted:

1. To identify the features of the motives for choosing a profession by high school students.

2. Study the factors of attractiveness of the future profession.

3. Determine the level of awareness of the choice of profession among high school students.

To solve the stated problem, the following techniques were used:

1. A modified version of V.A.’s technique. Yadov “Study of the attractiveness factors of a profession” (modification by N. Kuzmina, A. Rean).

2. Methodology “Motives for choosing a profession”.

Methodology “Studying the attractiveness factors of a profession” V.A. Yadov (modification by N. Kuzmina, A. Rean)

Satisfaction with a profession can be determined using a special method developed by V. A. Yadov, and is presented quantitatively in the form of an index of satisfaction with the profession.

The technique was also first proposed by V. A. Yadov. The work used its modified version (modification by N.V. Kuzmina, A.A. Rean), which was used in many socio-pedagogical and psychological-pedagogical studies.

The methodology for “Studying factors of attractiveness of a profession” is a questionnaire that contains 22 statements of opposite meaning (Appendix 1). The methodology identifies 11 factors of the attractiveness of the profession:

1 factor – profession is one of the most important in society;

Factor 2 – working with people;

Factor 3 – work requires constant creativity;

4th factor – work does not cause overwork;

5th factor – high salary;

6th factor – opportunity for self-improvement;

Factor 7 – the job matches my abilities;

8th factor – the work matches my character;

9th factor – short working day;

10th factor – lack of frequent contact with people;

11th factor – the opportunity to achieve social recognition and respect.

Instructions.“Circle those points that reflect your attitude towards your chosen profession. Column A indicates what “attracts”, and column B indicates what “does not attract.” Mark only what is truly significant to you. It is not necessary to make a selection in all rows without exception.”

The subjects were asked to mark those statements that reflect what attracts and what does not attract them in their chosen profession. The subjects entered their answers into the answer table.

Treatment. When processing the results for each of the 11 factors, the significance coefficient (SI) was calculated, which was determined as follows:

SC = (n + – n –)/N, (2.1)

where N is the sample size,

n + – number of respondents who marked this factor as “attractive”,

n – is the number of respondents who marked this factor as “not attractive”.

This is an index that is set so that it can vary from -1 to +1, taking any values ​​within these limits. A value equal to -1 indicates clear dissatisfaction, and +1 indicates complete satisfaction. Several related questions are used to determine the satisfaction rate. They are placed on different pages of the questionnaire so that the respondent does not correlate them with each other.

The diagnostic results were entered into special tables.

Methodology “Motives for choosing a profession”

The “Motives for choosing a profession” method consists of 20 statements - motivations that characterize any profession. The subjects were asked to evaluate the extent to which each of them influenced the choice of profession (Appendix 2). The following rating scales were proposed:

5 – had a very strong impact,

4 – strong,

3 – average,

2 – weak,

1 – no effect.

All 20 statements according to their content can be divided into 4 groups:

1. Internal individually significant motives.

2. Internal socially significant motives.

3. External positive motives.

4. External negative motives.

The maximum sum of scores indicates the predominant type of motivation.

This study was conducted on the basis of the Educational and Polytechnic Center of the Moskovsky District of Minsk. It was attended by 11th grade students in the amount of 31 people (13 girls and 18 boys). Average age- 16 – 17 years old.

When analyzing the results obtained using the method “Studying factors of the attractiveness of a profession”, not only the final indicator of KZ was considered, but also took into account the ratio of the number of respondents who noted this factor as “attractive” with the number of respondents who noted this factor as “not attractive” "(i.e. the ratio of n + and n –). Calculations of factors using the method “Studying factors of attractiveness of a profession” are presented in Appendix 3.

In table 2.1. The predominant factors in the attractiveness of choosing a profession are presented, both among boys and girls, and in the study sample as a whole.

Table 2.1.

Predominant factors of attractiveness of career choice among boys and girls

Analysis of the KZ of each of the 11 factors made it possible to identify the main leading factors that determine the attitude towards the profession among high school students. Table 2.2 shows the five most significant factors. Moreover, their place in the table corresponds to the value of the significance coefficient.

Motivation and motives Ilyin Evgeniy Pavlovich

Methodology “Studying teachers’ satisfaction with their profession and work”

The methodology was developed by N.V. Zhurin and E.P. Ilyin to identify the degree of satisfaction of teachers with their profession and various aspects of professional activity.

Instructions

We ask you to familiarize yourself with this questionnaire (questionnaire) and answer the questions contained therein; select one of the answer options (“yes”, “don’t know”, “no”) that coincides with your opinion, and put a “+” sign under it.

Questionnaire text

Processing the results

For the answer “yes” + 1 point is awarded, for the answer “I don’t know” - 0 points, for the answer “no” - 1 point is awarded. All points are summed taking into account their sign.

conclusions

The degree of job satisfaction (for all 17 positions) is assessed as high if the subject scores + 11 points and above, average - if it scores from + 6 to + 10 points, low - from + 1 to + 5 points. The degree of job dissatisfaction is assessed as low if the subject scores from -1 to -5 points, average if he scores from -6 to -10 points, and high if he scores -11 points and above.

Methodology “Motivation for choosing a medical profession”

The technique is a modification of the Henning study motives test made by A.P. Vasilkova.

Testing

The respondent must compare 9 statements written in pairs on separate cards (36 pairs in total) and give preference to one statement in each pair.

Questionnaire text

“What prompted you to choose a medical specialty?

1. The desire to treat people.

2. The desire to alleviate the suffering of seriously ill people, the elderly and children.

3. The opportunity to take care of the health of your loved ones.

4. Prestige of the profession and family traditions.

5. Desire to solve scientific medical problems.

6. The ability to take care of your health.

7. The ability to influence other people.

8. Availability of medicines.

9. Material interest.

Processing the results

The person conducting the test evaluates the degree of preference for one of two statements with a value from 1 to 3 points. The points are summed up for the same statements contained in all cards.

conclusions

The more choices of a particular statement and the points scored on it, the greater the importance for the respondent of this or that reason when choosing a medical specialty.

Why did the Ukrainian Republic create some republics and these republics are fighting?

I don’t understand who created it? Recruitment agency?... Volandssk 4

Was V.I. Lenin really the creator of Ukraine as a state?

Before 1917, there was no Ukraine (as a state). These territories were part of Russian Empire in the form of provinces. Volyn, Podolsk, and Kiev provinces made up the Southwestern region. There were also Ekaterinoslav (now Dnepropetrovsk), Poltava, Tauride, Kharkov, Kherson, Chernigov provinces and the Don Army Region. The cities of Sevastopol, Kerch, Odessa, Nikolaev, Yalta (since 1914) were governed by mayors. For more details see here.

After the revolution began Civil War, intervention, there was a struggle for Soviet power. And on the lands modern Ukraine temporary ones began to arise or be declared state entities, among which are the following:

• Ukrainian People's Republic. The First All-Ukrainian Congress of Soviets (Kharkov, 1917) declared the Central Rada, located in Kyiv and proclaiming the UPR, outlawed.
• Donetsk-Krivoy Rog Soviet Republic
• Odessa Soviet Republic.
• In eastern Galicia, the Western Ukrainian People's Republic was self-proclaimed.
• Bessarabian Soviet Socialist Republic (1919), as an autonomous part of the RSFSR with its capital in Odessa.

At the 1st All-Ukrainian Congress of Soviets in Kharkov, the Ukrainian People's Republic of Soviets (eastern Ukraine) was proclaimed.

In 1918, all Soviet republics united into the Ukrainian Soviet Republic with its capital in Kharkov, which became part of the Russian Federation as an autonomy. But under the pressure of the German occupation forces it ceased to exist.

After Germany's defeat in the war and the establishment of Soviet power, the Ukrainian Soviet Socialist Republic was proclaimed. By the end of 1920, Soviet power was established in most of Ukraine.

Since V.I. Lenin was then the head of the Russian Soviet Federative Socialist Republic and was the inspirer of the Socialist Revolution, his role in the creation of the new Soviet state was very significant. He knew how to find words for ordinary workers and peasants who went to the Red Army and crushed the White troops and interventionists. His slogans were simple and intelligible: the abolition of private ownership of the means of production, the destruction of landownership.

V.I. Lenin paid great attention national question in Ukraine and invited workers and peasants to decide for themselves what forms of interaction with Russian Federation(union or entry into the Russian Federation). See “Letter to the workers and peasants of Ukraine.”

The positions of Lenin, Trotsky, Stalin and Voroshilov, who also had big influence in the Central Committee of the RCP (b), regarding the creation of Ukraine and the Union of Soviet Socialist Republics did not coincide. And Lenin had to “push through” his point of view.

First, an agreement was signed between the Ukrainian SSR and the RSFSR on the establishment of a military and economic union (1920). And in 1922, the Ukrainian SSR joined the USSR as an equal republic (with the right to self-determination, but without sovereignty). It was V.I. Lenin who sought to consolidate the “right of nations to self-determination” and “equality of republics” in the Union. It was he who then determined the borders between the Soviet republics.

The Ukrainian SSR in 1922 consisted of the provinces of the Russian Empire:

Kharkov, Poltava, Kyiv, Podolsk, Kherson and Ekaterinoslav. It also partially included: Volyn, Chernigov and Tauride. The old provinces were reorganized into 12 new ones.