The same technology. To achieve the same goal,

How are Russian TV shows and Western NGOs connected? They are created using the same technology. They are created using the same technology, the conventional name of which is "Trojan horse": their DISCOVERED targets are a beautiful shell, and UNDISCLAIMED targets are a poisonous stuffing.

TECHNOLOGY "TROJAN HORSE"

In 2012, a law on foreign agents was adopted in Russia, which covered non-profit organizations operating in the country political activity and receiving foreign funding. In 2017, the law was extended to the media, which naturally caused a wave of discontent in the liberal press. And, it would seem, really, why put the shameful stigma of “foreign agent” on the same radio station “Freedom”, which seems to stand for honest and objective journalism, democratic values, civil society and other achievements of the “enlightened” West?

But in fact, if you take a closer look at the information policy of this media outlet, it quickly becomes clear that the goals it announces from the series “freedom, equality and fraternity”, which are indicated on the website or in the charter of the organization, are implemented in practice only in such a way as to discredit as much as possible Russia and contribute to the development of various destructive processes here. And the vast majority of citizens of our country, at least to some extent familiar with the politics and history of the emergence of this radio station, are well aware that, at its core, Radio Liberty is a classic "Trojan horse": a beautiful outer shell and poisonous stuffing.

Trojan horse technology: DISCOVERED targets are a beautiful shell, UNDISCLAIMED targets are a poisonous stuffing

Algorithm for identifying DISCLOSURED and UNDISCLAIMED targets:
1. Go to the site in the section "About the project" and from the description identify the DISCOVERED goals
2. Study the scope of the resource and evaluate in all aspects the impact of the information it disseminates on society
3. Compare the identified DISCLOSURED and UNDISCLAIMED goals, form an assessment of the activity of the resource from the position of "good / bad for society"
4. If you stumble upon another "Trojan horse", disseminate as much information as possible about the identified UNDISCLAIMED targets in order to discredit it

Since this topic will still arise in the discussion of the video review, let's take a look at the "About the project" section of the Teach Good website. The description of the resource indicates the main goal - "the revival of morality in the media", the ideological platform - "traditional family values” and a few specific objectives that all published materials aim to achieve:

1. Demonstrate to the widest possible audience how the media and modern mass culture control people.
2. To develop the reader's skill of conscious perception of any information from the standpoint of answering the question "what does this teach?".
3. Create a platform to bring together all those who stand for traditional family values.

Are all tasks listed here? Of course not, only the most important ones are indicated here, and the information disseminated within the framework of the project contributes to the achievement of many other effects such as: “popularization of such words as “honor”, ​​“conscience”, “morality” and their corresponding visual and semantic images”; “discrediting the media that work for the degradation of society”; "counteraction to various information threats", and so on. Nevertheless, all this, objectively existing, but for various reasons not included in the “About the project” section, one way or another, contributes to the achievement of the main goal of “

After numerous delays, the first 64-bit processors for the mass market Athlon64 FX-51 and Athlon64 3200+ finally came out at the end of September.

Then, after the debut of AMD's desktop Athlon64 processors, notebook makers got the opportunity to test the mobile Athlon64 variant, the Mobile Athlon64 3000+.

The Mobile Athlon64 processor, like the desktop model, is based on the x86 architecture with 64-bit extensions. Therefore, the Mobile Athlon64 processor has the advantage of supporting both conventional 32-bit operating systems and applications and future 64-bit operating systems/applications.

And today it is the only mobile processor for laptops with an integrated memory controller (not counting the Transmeta Crusoe, of course). Depending on the application, the architecture promises measurable performance gains as the integrated memory controller speeds up access times compared to a traditional design.

One of the first Mobile Athlon64-based laptops, the Q8M Power64 XD from Yakumo, arrived in our lab, and we didn't miss the opportunity to test it in the lab.

Mobile Athlon64 Processor vs. Desktop Athlon64 and Competitors

Like its predecessor, the Athlon XP-M, the Mobile Athlon64 processor is a derivative of the desktop processor.

The desktop Athlon64 and its mobile counterpart are based on the same chip design. The difference begins after the creation of the crystal - at the stage of testing, validation and packaging. The top model of the Mobile Athlon64 is the 3200+ with a core clock of 2 GHz.

Comparison of desktop and mobile processors Athlon64 with competing models from Intel.

If the mobile Athlon 64 uses Socket 754, then, unlike the desktop processor, it is not equipped with a heat spreader. Both options use different mechanisms to protect the core from overheating, which prevents damage to the crystal if the cooling system fails. At the hardware level, the processor supports immediate shutdown when the THERMTRIP# signal is given. The processor uses this mechanism to prevent thermal damage - it simply shuts down if the die reaches a certain temperature. In addition, the mobile Athlon64 uses throttling. As you know, this technology allows you to significantly reduce the clock frequency of the processor, which ensures that the temperature of the crystal remains at an acceptable level. Probably not worth mentioning that when throttling performance is significantly reduced.

Interestingly enough, both the Mobile Athlon64 and the desktop Athlon64 use the same power throttling mechanism to ensure minimal power consumption and, depending on temperature, low noise levels. This technology is called PowerNow for mobile processor and Cool&Quiet for its desktop equivalent.

The principle of operation of the technology is simple and has already shown itself in the "old" Athlon XP-M. For a laptop or PC, maximum performance is not always needed. Therefore, in some cases, with a low load on the processor, it is quite reasonable to reduce the clock frequency and supply voltage. This approach saves energy and increases time battery life laptop.

In addition, the reduction of heat generated leads to a reduction in noise levels. Today, a similar technology has become possible for the desktop PC. If the application needs high processing power, then the processor raises the supply voltage, and then the frequency. If the demand disappears, then both values ​​decrease, therefore, the energy consumption also decreases.

As you can see, AMD Mobile Athlon64 sets its own rules of conduct.

In addition to choosing a power scheme, the processor's behavior is automatically regulated by the operating system and BIOS without user intervention. At the same time, the operating system measures the load on the processor and, through the driver, communicates with the processor to perform dynamic changes in frequency and voltage values.

By choosing a power scheme, the user influences the behavior of the processor.

On operating systems such as Windows 2000 and older that do not have built-in support for PowerNow, you must use the PowerNow utility, which switches between processor states.

From the operating state table, an 800 MHz "hole" is immediately apparent between the lower operating point of 800 MHz/1.1 V and the next point of 1600 MHz/1.4 V. Then, after the 1600 MHz point, we observe a frequency increase of 200 MHz . This means that the Mobile Athlon64 only has four operating points, called P-states. We can only speculate why the Mobile Athlon64 has such a small number of operating points compared to its predecessor, the Mobile Athlon XP. Perhaps this is due to the fact that frequent switching between a maximum of nine average states is impossible, since, according to the requirements operating system, the frequency that must follow the switching between different operating points exceeds the technically achievable frequency between the two points (about 2 kHz). In addition, as our testing has shown, frequent switching does not have a very good effect on battery life.

Brian McClure

Can two countries on the same planet have equally advanced but completely different technologies?

I am building a world where two countries have advanced technology, but both have completely different bases for their technology. Is this possible, if so, how?

For example, Country X could be a cyberpunk country and Country Y could be a biopunk country. Country X will not have access to District Y technology and vice versa.

John Meachum

The US had computers, and the USSR had rockets. Once it became obvious that the other was useful, they both caught up to each other fairly quickly.

Answers

Yustai Igo

Yes, it is possible, but isolation is a must!

People tend to trade and study, when they lack something useful. When at least one of the two countries is xenophobic, a closed system will be formed in which technological evolution follows different paths.

Take, for example, the case of Japan and China in medieval times. These countries were known as curtains(more precisely, bamboo curtains), and although their technical achievements were well known in the world, there was no research on competitors in competing countries. For example, the Chinese invented the repeating crossbow (chu ko nu). Neither Japan, nor Korea, nor India have come up with something similar. The Japanese had the highest sword-making skills, and their metalwork was (and is) considered the best in the region. However, other countries have not tried to come up with something along these lines, but have tried to further consolidate some of their other weapons technologies.

However, once the barriers were lifted and the world became a kind of global village, technology from one part of the world quickly spread to other parts.

So yes, you can have two countries with the same amount but different direction of technological progress, if they are isolated and there is no active trading or training between them.

separatrix

Access to raw materials

As mentioned, isolation is critical to this.

Consider a car. Electricity had its limits, the steam engine struggled to get back on its feet, then Henry Ford took over the production line and the internal combustion engine, and everything went to gasoline. Consider a situation where gasoline was not available in, say, Europe, for whatever reason. The gasoline engine would take off in some regions and the steam engine in others, both technologies could develop on their own.

The same applies to katana and European swords from the same era. The katana is light, sharp and brittle, and is very good for cutting through the bamboo armor that the Japanese had. Their lack of good metal hindered the development of metal armor, and so they didn't need a sword to break it. Heavy European swords were designed to break through European armor and therefore had very different characteristics. People argue endlessly about which is better, but what is ultimately true is that each was situational to the needs of the people who created them.

Different needs, different raw materials lead to different but equivalent technologies.

ash

One little chuckle; Lamellar armor, samurai, is made from metal plates, usually second grade steel from the sword industry, the Katana is more than capable of taking this, piercing through a full plate not as hard, but piercing individual records Yes.

A. G. Weyland

There must be a reason for isolation. If they both have access to each other's technology, it would be ridiculous to go back to the drawing board and start over. It would be more logical to improve each other's technologies to create more advanced technologies (as in our modern world). I don't think it would work if they were always communicating with each other. They might have come into contact after their technologies developed separately and in different directions. This would be the most logical.

ash

I'd like to agree and disagree with Separatix and Youstay Igo to prevent crossing national isolation is useful but not absolutely necessary if the technologies are mutually exclusive. If Country Y's biotech is EM sensitive, then it won't be usable in the electrically saturated cyberpunk world of Country X, or if we go the other way and we have bioproducts that are attracted to electrical diagrams and closes cypertech, then Country X is interested in completely excluding this technology from its country. Thus, two countries that have developed disparate technologies will keep themselves technologically while continuing to trade in other areas.

The combined group of batteries is called a cell battery or simply a galvanic battery. There are two main ways to connect cells in batteries: series and parallel connections.

In this article, we will consider the features of series and parallel connection of batteries. There is different situations when it may be necessary to increase the total capacity or raise the voltage by resorting to parallel or series connection of several batteries into a battery, and you always need to remember the nuances.

Parallel connection involves combining the positive terminals of the batteries with a common plus point of the circuit, and all negative terminals with a common minus, that is, connect all positive terminals of the elements to one common wire, and all negative terminals to another common wire. The ends of the common wires of such a battery are connected to an external circuit - to the receiver.

The essence of the serial method of connecting batteries, as its very name implies, is that all the elements taken are connected to each other in one sequential chain, i.e. the positive pole of each element is connected to the negative pole of each subsequent element.

As a result of such a connection, one common battery is obtained, in which negative terminals remain free at one extreme element, and positive terminals at the second. With their help, the battery is connected to an external circuit - to the receiver. Next, we'll talk about this in more detail.

The parallel connection of the batteries gives the combination of capacities, and with an equal initial voltage on each of the batteries included in the battery assembled from them, the capacity of the composite battery is equal to the sum of the capacities of these batteries. With equal capacities of the combined batteries, to find the battery capacity, it is enough to multiply the number of batteries that make up the battery by the capacity of one battery in the assembly.

No matter how many cells we connect in parallel, their total voltage will always be equal to the voltage of one cell, but on the other hand, the discharge current can be increased as many times as there are cells in the battery, if only all the cells in the battery are of the same type.

By connecting the batteries in series, a battery of the same capacity is obtained as the capacity of one of the batteries included in the battery, provided that the capacities are equal. In this case, the battery voltage will be equal to the sum of the voltages of each of the batteries that make up the battery.

If batteries of equal capacity and voltage equal at the time of connection are connected in series, then the voltage of the battery obtained by serial connection will be equal to the product of the voltage of one battery and the number of batteries that make up the series circuit.

When the elements are connected in series, the values ​​​​of their internal resistances are added. Therefore, from a composed battery, regardless of the magnitude of its voltage, it is possible to consume only the same current strength for which one element that is part of this battery is designed. This is understandable, since with a series connection, the same current passes through each element, which also passes through the entire battery.

Thus, by connecting the cells in series, increasing their total number, it is possible to increase the battery voltage to any limits, but the discharge current of the battery will remain the same as that of one individual element that is part of it.

Both in parallel and in series connection, the total energy of the battery is equal to the sum of the energies of all the batteries that make up the battery.

So, why are batteries combined into batteries? The thing is that in any circuit there are losses associated with the heating of conductors. And with the same conductor resistance, if you want to transfer a certain power, it is much more profitable to transfer power at high voltage, then less current is required, and ohmic losses will be less.

For this reason, powerful sources uninterruptible power supply use batteries of series-connected batteries for a total voltage of several tens of volts, and not a parallel circuit of 12 volts. The higher the source voltage, the higher the efficiency of the converter.

When a significant current is needed, and one available battery is not enough for the intended purpose, the battery capacity is increased by resorting to parallel connection of several batteries.

It is not always economical to replace the battery with a new one with a higher capacity, and sometimes it is enough to connect another one in parallel and increase the source capacity to the required one. Some have compartments for installing additional batteries in parallel with the existing one, in order to increase the energy resource of the converter.

What should be considered when combining batteries in a series circuit? Batteries of different capacities (manufactured using the same technology, for example, lead-acid) differ in internal resistance. The higher the capacitance, the lower the internal resistance, the dependence here is almost inversely proportional.

For this reason, if you connect batteries of different capacities in series, and close the load circuit or the charging circuit, then the current through the circuit will go the same everywhere, but the voltage drops will be different. And on some of the battery batteries, the voltage during charging will be much higher than the nominal value, which is dangerous, and when discharging, it will be much lower than the lower limit, which is harmful. Let's take a look at an example below to see what it's like.

Suppose we have 10 batteries at our disposal, the nominal voltage of each is 12 volts, 9 of them have a capacity of 20 ampere-hours, and one has a capacity of 10 ampere-hours. We decided to connect them in series, and charge from charger with charging current control, set the current to 2 amperes. configured to stop charging when the battery voltage crosses 138 volts, based on an average of 13.8 volts per battery in series. What will happen?

For each battery, the manufacturer provides a charging characteristic, where you can see what current and for how long you need to charge the battery.

Obviously, a battery of 2 times less capacity at a current of 2 amperes will take the same amount of energy as batteries of a larger capacity, but the voltage growth on it will go about three times faster. So, already after 3 hours, the small battery will take its toll, at the same time, large batteries will have to be charged for another 6 hours.

But the voltage on a small battery has already gone over the edge, it would need to be switched to voltage stabilization mode, this does not work on our charger. In the end, the gas recombination system in a battery half the capacity will not withstand, the valves will break, and the battery will begin to lose moisture, lose capacity, while large batteries will still be undercharged.

Conclusion: only batteries of equal capacity, of the same technology, of the same state of discharge can be charged sequentially.

Now suppose we are discharging the same serial circuit. Initially, each battery has 13.8 volts, and the discharge current is 2 amperes. Deep discharge protection will open the circuit at 72 volts, which means at least 7.2 volts per battery is assumed. After 4 hours, the small battery will be completely discharged, and the large ones will still have 12 volts each, and the deep discharge protection will not catch the catch. A small battery will already irreversibly lose some of its capacity.

That is why you can only connect batteries of equal capacity in series if you do not want to spoil them. It is best to connect batteries from the same batch in series, and check their capacities with a battery tester first to make sure that the capacities of the batteries from which you are going to assemble a series battery are almost equal.

But it is permissible to connect batteries of different capacities in parallel. Of course, provided that the voltages at their terminals are equal. With a parallel connection, the capacities of the batteries will not play a role, since the internal resistances of the batteries will be connected in parallel, and each battery will have its own maximum charge or discharge current, they will work synchronously.

However, there are current limits for battery terminals and for each specific battery, the terminals may not withstand the long-term current that the battery is in principle capable of giving, it is important not to forget about this. These parameters are indicated in the technical documentation for the battery.

If at the moment of connecting two batteries that differ greatly in capacity, their voltages differ significantly, a short-term current overload of one of the batteries is inevitable. If the voltage is higher for a battery of smaller capacity, then the redistribution of charge at the moment of connection will cause a short-term short-circuit current in it, and can quickly lead to its destruction.

If the voltage is higher for a battery with a larger capacity, then again, a battery with a lower capacity is at risk, because it will take a charge in overload mode. Therefore, it is best to connect the batteries in parallel, having previously equalized the voltages on them, and the next step is to combine them into a battery.

We hope that our article was useful for you, and now you know how you can and how not to connect batteries and for what purposes this is usually done.

Andrey Povny

In education, what is important is what the teacher himself knows and does, but what is more important is what the students know and do under his influence.

Cicero.

Clause 2.1. Technology concept

Technology - from Greek words technl (art, craft, science) and logos (concept, doctrine). In the dictionary of foreign words: "technology is a set of knowledge about the methods and means of carrying out production processes (metals, chemical ...)". With the help of technology, intelligent information is translated into the language of practical solutions. Technology is both ways of activity, and how a person participates in activity.

Modern technologies in education are considered as a means by which a new educational paradigm can be implemented. Trends in the development of educational technologies are directly related to the humanization of education, which contributes to self-actualization and self-realization of the individual. The term "pedagogical technologies" is more capacious than "teaching technologies", because it also implies an educational aspect associated with the formation and development of personal qualities of students.

Obviously, the emergence of the term "pedagogical technology" in the science and practice of educating schoolchildren is not accidental. Its appeal to many is due to at least two factors. First, the long-standing term "pedagogical methodology" too vague in terms of content. In the "Psychological and Pedagogical Dictionary for Teachers and Heads of General Educational Institutions", published in Rostov-on-Don in 1998, the methodology of education is defined as a branch of pedagogical science, the doctrine of methods of education. This teaching can be either general, if we mean the general methods of teaching inherent in all areas of education (mental, physical, etc.) of schoolchildren, or private, if it concerns only those methods that are used for education in any particular direction. This is a general statement that characterizes the concept "method". Here, almost any action of the teacher is invested in the definition of the content of the term.

Secondly, the attractiveness of pedagogical technology is associated by many with a certain algorithmization of the system of pedagogical actions leading to the achievement of goals. As an example, the area of ​​production is often used, where the possession of modern technologies ensures the success of the production of quality goods.

The technological approach to the construction of the educational process determines a certain technocratic attitude towards it, but for that it strictly sees a system of actions and operations covering the entire structure of the teacher’s activity from goal to result, and the actions are very understandable, logical, consistent, allowing them to be built in line with the set goals. pedagogical tasks.

Sufficiently definite in terms of the content relationship between the concepts "method" and "technology" expressed S.D. Polyakov. In this regard, he writes: "... the ladder of psychological concepts of activity - action - operations, as it seems to us, is reflected in the ladder of pedagogical concepts: the methodology of education - the technology of education - the methods and techniques of education.

concept "method" in this series is the largest. It refers to the actions of the teacher in organizing the educational process as a whole from the point of view or in the direction chosen by the teacher. "... For example, if the subject of the educator's activity is the moral qualities of pupils, the corresponding work will embody one or another method of moral education. At the same time, the educational method is made up of educational technologies." This initial position very accurately determines the meaningful relationships between the terms.

In pedagogical literature, it is sometimes noted that pedagogical methodology has two meanings: "... as some system of rules of action abstracted from specific educators and as a set of actions of a particular teacher. It (the complex) can be both a more or less accurate embodiment of general rules, and own set of pedagogical actions (personal, individual methodology).

The following areas of action are examples:

The method of work of the class teacher with parents.

Methods of problem-based learning in biology lessons.

Methods of monitoring and evaluating the knowledge of schoolchildren.

Methodology for the implementation of a differentiated approach to teaching.

Methodology for planning educational work, etc. Pedagogical technology, how component methods can be considered as a system of methods and techniques aimed at solving individual typical pedagogical problems, and as a rational combination of several sequentially applied operations to "obtain some kind of product."

Technology in this case can be considered as a relatively complete part of the pedagogical methodology (its unit) and, at the same time, like action, it is an independent phenomenon that can be integrated into various methods.

On the other hand, the line separating these concepts is rather blurred. And then the technology to a certain extent determines the methodology. It is known that different specific methods can be built on the basis of the same technology. For example, using essentially the same “technological scheme” of a business game, it is possible to construct its various methodological modifications. Thus, mastering the technology of collective creative activities makes it possible to use the methodology of collective creative activity in various areas of education and situations of teaching schoolchildren.

Technology, as a system of purposeful actions, can rise in status if the tasks it solves turn out to be decisive for the teacher's activity and correlate with his motives. Technology in this case becomes a pedagogical technique. For example. The technology of teaching communication can become a technique if the main goal for the teacher is to develop the communicative qualities of students.

The reverse transition is also possible - a reduction in the status of methodology to technology, if the goals are in a new, broader context of pedagogical work, private goals and objectives. For example:

Technology of counseling parents on family education.

The technology of creating problem situations in the study of a particular topic.

Technology for organizing credits based on the studied material.

Organization Technology independent work students with high learning abilities.

Technology for studying the interests and opinions of children to draw up a plan for educational work, etc.

In the ladder of pedagogical concepts: "Teaching Methods - Teaching Technology - Teaching Techniques and Techniques" Of particular interest is the third, as it were, the lowest level, which determines the specific actions and operations of the teacher.

Reception of training is more often considered as an integral part or a separate side of the method. In relation to technology, this is its relatively complete element, fixed in a general or personal pedagogical culture. This is a method of pedagogical action (operation) under certain conditions. If its use pursues a specific pedagogical task, then there is an increase in the status of admission to the level of technology, most often a relatively simple technology. So, for example, a story, acting as a technique in relation to the method of conversation used by the teacher when explaining new material, may have the task of forming students' cognitive interest in this material. Then the story, as a technique, becomes part of the general technology for explaining new material and, in turn, is itself a simple technology that ensures the fulfillment of educational tasks of a higher level.

The concept of "technique" is on the same level as reception. Pedagogical technique is often defined as a set of techniques and tools aimed at a clear and effective organization of educational activities. At the same time, the term "pedagogical technique" is often associated with the teacher's skills, such as: expressiveness of speech, command of the voice, command of gestures, facial expressions, the ability to operate educational and laboratory equipment, apply TSO, etc. It is obvious that the possession of these skills constitutes a certain general pedagogical group technique, by analogy with general educational skills.

At the same time, in relation to the pedagogical process, techniques of a different kind are quite often used:

Expressive reading technique.

Shorthand technique.

Technique for solving motion problems (reduced quadratic equations, finding the area of ​​a triangle, etc.)

Technique for working with a book, map, diagram.

Technique for performing physical exercises.

Associative memory technique.

Plant grafting technique, etc.

Pedagogical techniques of this kind are, as it were, built into the educational process and represent, in our opinion, another group of techniques. They can solve both subordinate tasks, being part of technologies, and separate, their own tasks, ensuring the effectiveness of the educational (educational) process. So, for example, mastering the technique of speed reading by students can be equally used in different subjects of the humanities cycle. In this sense, the pedagogical technique in teaching speed reading can represent some kind of technology, since it includes the use of a variety of techniques. And then again it makes sense to talk about the status of technology. Under certain conditions, it can be upgraded to the level of technology.

With this approach to the concept of pedagogical technology, where the line between methodology, technology, technology is rather arbitrary, it is easy to get confused in the network of related concepts and definitions.

Considering the definition of pedagogical technology in various authoritative reference sources, you can see that they differ little from each other. At the same time, the definition of technology in them is very close in meaning to the definition of methodology. Pedagogical methodology is also a set of forms, a set of methods and techniques, means of educational work. Based on this, it can be assumed that the concepts of "methodology", "technology", "technique" are concepts of the same kind, denoting the essence of the same phenomena of pedagogical reality. The difference between them lies in the class of pedagogical tasks to be solved. Pedagogical technology in this series occupies a special position, since it concretizes the actions of the first and generalizes the features of the third component of the pedagogical ladder under consideration.

The modern approach to the educational process is to build it on a technological basis. General principles and the rules of educational technology are seen as follows:

1. The principle of pedagogical expediency, formulated by A. S. Makarenko: "Not a single action of a teacher should stand aside from the goals."

2. The relationship and interdependence of teaching and learning as two inseparable aspects of the learning process. Teaching is the organization of pedagogically expedient independent activity of students. The main task of the teacher, as K. D. Ushinsky saw it, is to turn the student's activity into his amateur activity.

3. The ultimate specification of educational and developmental goals in the content, methods, teaching aids, in the methods of student activity organized by the teacher.

4. A necessary element of teaching technology is thematic planning, which includes a brief description of the final results and the construction of the entire chain of individual classes connected by the same logic.

5. Organization of control at each stage of educational and cognitive activity of students.

6. Stimulating the creative activity of students, focusing on the student who is not only knowledgeable, but also able.

7. A variety of forms and methods of teaching, preventing the universalization of a separate tool or form.

Already from these rules it becomes clear that the manufacturability of the educational process is characterized by three important signs.

Education planning based exact definition the desired result or benchmark as a set of observed actions of the student.

Programming the entire educational process in the form of a strict sequence of actions of the teacher and the selection of formative influences.

Comparison of educational results with the original intent and subsequent correction of the impact.

Obviously, the implementation of these provisions is an inseparable part of any educational technology. At the same time, one must keep in mind that until the technology is created, individual skill dominates. As individual skill improves, “collective creativity” develops, “collective skill”, the concentrated expression of which is technology.