Поддержание изменений в университетах. Преемственность кейс-стади и концепций
The aim of the work is to create applications for execution of practice works on the stand NI ELVIS II by National Instruments using augmented reality. To form proposals and obtain information about existing objects and the conditions for their interaction with virtual objects. The scheme of the development object is described, its main blocks are indicated.
The information designed for the mobile operating system Android. A user holding a smartphone in their hand (or donning a special helmet) bring the device to the workstation. When the object camera is placed on the laboratory stand, the application starts the algorithm for comparing the captured image with the base markers, after which the analysis result appears on the screen. The user can be tested on the current laboratory work by testing their knowledge.
In the article, the following fundamental questions are comprehended: whether education remains a public good, whose objective is the all-round development of the individual, in the sense that the ancestors of the modern education system understood it, or it has become one of the new areas of the economy related to the services sector. The answer to this question is of key importance for understanding the role of education in modern society, since in the former case the responsibility lies with the state, and in the latter case we are dealing with a market, where the laws of supply and demand rule.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.