scholarly journals Operational Structure of the Hungarian Royal Agricultural Schools - the Example of Somogyszentimre

2022 ◽  
pp. 77-83
Author(s):  
Réka Horeczki
Keyword(s):  
Economic History ◽  
Small Town ◽  
Educational Institution ◽  
Small Towns ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Industrial Plants ◽  
History Of ◽  
Agricultural Schools ◽  
The Right

The purpose of the study. Exploration of a major milestone in the development of small towns. Presenting the role of education through the example of the agricultural vocational school in Somogyszentimre, a settlement attached to Kadarkút. Applied methods. The analysis of literature ranges from a review of education policy to factors driving the development of small towns. The study heavily relies on archival research instrumental in shedding light on the everyday life of the educational institution, and the identification of factors demonstrating a unique and innovative approach. The biographies of individuals affiliated to the institution have provided an equally valuable contribution. Outcomes. The dominance of agriculture has permeated the socio-economic history of small towns in Somogy county in all spheres of existence. Small town economies and societies were greatly enriched by their commercial and industrial functions (industrial plants), the right to hold fairs, and educational institutions connected to agriculture. The educational institution by virtue of its students, teaching staff, owners and patrons was a major trigger of development in small towns. Agricultural vocational schools besides providing theoretical training also familiarised students with novel and innovative practical approaches. This type of approach was embraced by small town farmers, generating an innovative, development-oriented vision that still characterises the majority of small towns in Somogy county today.

Following Majority Rule versus Deferring to Elders: Educational Background Shapes Group Decision Preference in Burmese Children

2021 ◽  
Author(s):  
Yo Nakawake ◽  
Mark Stanford
Keyword(s):  
Majority Rule ◽  
Group Decision ◽  
International Schools ◽  
Educational Institution ◽  
Educational Background ◽  
Educational Institutions ◽  
Care Centre ◽  
The Right ◽  
Universal Pattern ◽  
Day Care Centre

Previous studies showed that most children believe majority rule is the right decision rule, and prefer it to authority rule when making group decisions among peers. Yet, these were conducted mostly in Western or similar populations. Here, we conducted experiments with fifty-one Burmese children (4 to 11 years old) at three types of educational institutions: international schools, a monastery school and a day-care centre for street children. In the experiment, children were asked whether they prefer majority or authority rule in a hypothetical story. The result showed the educational institution influences the proportion choosing majority rule, suggesting that preference for majority rule may not be a universal pattern and decision preference may be shaped by cultural factors.

scholarly journals Federal Aspects of Preferential Trade in the British Empire

1918 ◽  
Vol 12 (3) ◽  
pp. 381-402 ◽  
Author(s):  
C. D. Allin
Keyword(s):  
Great Britain ◽  
Fiscal Policy ◽  
British Empire ◽  
Free Trade ◽  
Economic History ◽  
Commercial Policy ◽  
New Era ◽  
Mother Country ◽  
History Of ◽  
The Right

The battle over the Corn Laws was fought out in Great Britain as a domestic issue. But it had nevertheless a great imperial significance. During the mercantilistic régime the colonies had been regarded as a commercial appanage of the mother country. The victory of the free traders opened up a new era in the economic history of the empire. The colonies were released from the irksome restrictions of the Navigation Laws. They acquired the right to frame their own tariffs with a view to their own particular interests. In short, they ceased to be dependent communities and became self-governing states.But the emancipation of the colonies was by no means complete. The home government still claimed the right to control their tariff policies. The colonies were privileged, indeed, to arrange their tariff schedules according to local needs; but it was expected that their tariff systems would conform to the fiscal policy of the mother land. The free traders, no less than the mercantilists, were determined to maintain the fiscal unity of the empire. There was still an imperial commercial policy; its motif only had been changed from protection to free trade. The colonies were still bound to the fiscal apron strings of the mother country; but the strings were no longer so short, nor the knots so tight as they had formerly been.

scholarly journals Limits of exercising the rights to leasing out property by public institutions of higher education

2020 ◽  
pp. 7-12
Author(s):  
Mykola Moroz
Keyword(s):  
Higher Education ◽  
Real Estate ◽  
Educational Institution ◽  
Public Institutions ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Higher Educational Institutions ◽  
The Public ◽  
Higher Educational ◽  
The Right

Problem setting. Leasing out property that is involved in educational, academic, training and production, scientific activities by the public institutions of higher education often leads to violation of the rights of other participants in educational activities. They are sure to be a result of violating the limits, established by the current legislation, of exercising the rights to leasing out property by the public institutions of higher educational. Analysis of recent researches and publications. The issues of state property lease have been studied by many scholars. Basic research in this area has been conducted by I. Spasibo-Fatieieva, O. Lipetsker, Ye.Kazarenko, V. Steshenko, M. Pronina, S. Puhinsky, T. Potapenkova, Yu.Basin, D. levenson, N. Khashchivska, N. Milovska and other scientists. Target of research. The aim of the paper is a comprehensive study and analysis of the limits of exercising the rights by the public institutions of higher education to leasing out their own property. To achieve this goal the following tasks should be solved: 1) to define the limits of exercising the rights by the public institutions of higher education to leasing out their own property; 2) to determine the legal consequences of concluding lease agreements by the public higher educational institutions in violation of current legislation. Article’s main body. The article conducts a general study and analysis of the right of the public institutions of higher education to lease property. The author emphasizes that public higher educational institutions have the right to lease out only real estate and other individually identified property. The legal consequences of concluding lease agreements by public higher educational institutions in violation of the current legislation have been studied. Conclusions and prospects for the development. Summarizing the results of the study we can formulate the following conclusions. The public institutions of higher education have the right to lease out real estate and other individually determined property in the manner prescribed by law and subject to statutory restrictions (without the right of redemption and sublease, when it does not worsen the social and living conditions of persons studying or working in the educational institution). While leasing the property, the public higher educational institution realizes primarily their own property interests, at the same time, indirectly realizing the property interests of the state. If the lease agreement of real estate and other individually determined property of higher educational institutions is recognized as invalid, it may be recognized as invalid only for the future.

scholarly journals FACILITATIVE SUPPORT OF PROFESSIONAL DEVELOPMENT OF RESEARCH AND TEACHING STAFF IN THE PROCESS OF PREPARING AND HOLDING INTERNATIONAL EDUCATIONAL EXHIBITIONS

2020 ◽  
Vol 2020 (4) ◽  
pp. 24-40
Author(s):  
Olena Ostrianska ◽  
Natalia Zernova
Keyword(s):  
Professional Development ◽  
Educational Institution ◽  
Scientific Work ◽  
State Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Direct Participation ◽  
Research And Teaching ◽  
Detailed List ◽  
Higher Educational

The article analyses the experience of organizing International Educational Exhibitions in Ukraine in 2016 – 2020. The essence of such concepts as "international educational exhibition", "international educational exhibition space", "facilitative support of professional development of research and teaching staff" is defined. The structural elements of the International Educational Exhibition and the stages of a higher educational institution participation in the exhibition activity (preparatory, direct participation, analysis of the achieved results) are considered. The authors of the article present systematized experience of facilitative support of professional development of research and teaching staff provided by specialists of the Department of Scientific Work of the State Institution of Higher Education "University of Educational Management" of the National Academy of Educational Sciences of Ukraine in the process of preparing, holding and analysing results of International Educational Exhibitions, such as "Innovation in Modern Education", "Modern Educational Institutions", "Education and Career – Student's Day", "Education and Career". The types of organizational and coordination activities are determined, a detailed list of actions of the process of facilitative support by the specialists of the Department of Scientific Work of research and teaching staff as exhibitors and visitors of the exhibition is presented. Methodical structuring and algorithmizing of types of organizational and coordination activities and a detailed list of actions of the facilitation process are described in the following stages: 1) preparation of research and teaching staff (exhibitors and visitors) to participate in International Educational Exhibitions; 2) direct participation of research and teaching staff (exhibitors and visitors) in the International Educational Exhibitions; 3) analysis of the results of participation of research and teaching staff (exhibitors and visitors) in International Educational Exhibitions. The authors have created a classification of events of the International Educational Exhibition according to the congress, competition and exponential components. Statistics of the number of planned and conducted events within the International Educational Exhibition activities in Ukraine in 2016 – 2020 are presented. Emphasis is placed on changing the form of exhibitions from offline to online format due to the COVID–19 pandemic and lockdown (quarantine restrictions) in 2020. Recommendations for higher educational institutions to maintain an integrated information base of exhibition educational activities with detailed information on the activities within the exponential, competitive and congress programs of the exhibition.

scholarly journals CORPORATE CULTURE OF GENERAL EDUCATIONAL INSTITUTIONS: ADMINISTRATIVE ASPECT

2017 ◽  
Author(s):  
S. Red’ko
Keyword(s):  
Corporate Culture ◽  
Personal Development ◽  
Educational Institution ◽  
Integral Characteristic ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Business Practices ◽  
The Public ◽  
Head Of School ◽  
Education And Development

The article is devoted to the corporate culture of an educational institution as a factor in the success of its operations. The quality of educational services, relationships in the teaching staff, the atmosphere of schools that meet the requirements of our time, the demands of the public, have a high reputation and are competitive in the educational market depends on the level of formation of corporate culture. However, the problem of the formation and development of corporate culture schools for a long time remained unnoticed today still at the periphery of research practices. Today in Ukraine corporate culture has not been reflected in the regulatory legislation and education based on the general cultural level of society, morality, business practices, etc., whose condition is caused by the level of economic development. The management of corporate culture is open and clear enough for most school leaders, and therefore there is a need to disseminate information on the role of corporate culture, mechanisms of implementation and management of its formation. The main structural elements of organizational culture seen in the mission, values, standards system to ensure the process of training, education and development of children; the attitude of teachers to the goals, objectives, results of work of educational organizations; communication and informal rules of behavior, choice of appropriate leadership styles, conditions for creativity teachers, traditions, rituals and ceremonies that are accepted in school; staff attitude to themselves as members of the teaching kolekyvu, opportunities for their personal development. We believe that the culture of an educational institution should be considered first, as a system of collective values, norms and traditions of life common students and teaching staff, and secondly, as an integral characteristic of individual school community; Thirdly, as the most important factor of socialization of students. A key step in the formation of corporate culture is to define the mission and vision of the educational institution. In the mission and goals of the institution should have reflected the basic values that are specified in the concept of school. An important role in the corporate culture of an educational institution plays a presence bright, charismatic personality of the head of school. The researchers emphasize that the most successful developing corporate culture in educational institutions, led by creative director are ready to innovate, informally linked to a function that can create a team which interact on an equal footing teachers, students their parents and the public.

scholarly journals Helena Antipoff: Science as a Passport for a Woman’s Career between Europe and Latin America

2019 ◽  
pp. 15
Author(s):  
Regina Regina Helena de Freitas Campos ◽  
Erika Lourenço
Keyword(s):  
Educational Institutions ◽  
Social Risk ◽  
Psychological Care ◽  
Scientific Training ◽  
Family Work ◽  
Scientific Approach ◽  
Education And Care ◽  
History Of ◽  
The Right ◽  
Education In Brazil

Helena Antipoff was one of the pioneers in the constitution of the fields of knowledge of educational psychology and special education in Brazil. Born in Russia, Antipoff received her education in Paris and Geneva. Researches in the history of education and of psychology have revealed the innovative character of Antipoff’s work as a researcher, as a professor and as a founder of different educational institutions in Brazil, with a focus on educational and psychological care for children with disabilities or at social risk. Her career is characterized by a sound scientific approach combined with a deep commitment to the right of children and youth to education and care. These directions can be associated with her scientific training in the sciences of education in a time of social turbulence and school reform, when many women became professionals in the field of education, trying to combine family, work and militant activity.

ECONOMIC RIGHTS TO INTELLECTUAL PROPERTY RIGHTS OBJECTS, CREATED ON THE BASIS OF RESEARCH AGREEMENTS IN HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE

2020 ◽  
Author(s):  
Юлія Осипова
Keyword(s):  
Technological Development ◽  
Scientific Discovery ◽  
Educational Institution ◽  
General Rule ◽  
Moral Rights ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Economic Rights ◽  
Higher Educational ◽  
The Right

The article deals with the features of the distribution of economic rights between customers of basic and applied researches, research and technological development (RTD) and higher educational institutions, as executors of such researches.During the study the author has analyzed general provisions of the Civil Code of Ukraine regarding the distribution of rights to the results of basic and applied researches, research and technological development (RTD) between the customer and the executor of such researches. In addition, the author has analyzed provisions of special legislation regarding the distribution of economic rights to scientific and scientific-technical (applied) results, which are IPR objects.Based on this analysis, it has been found that the distribution of economic rights to IPR objects, which are the results of basic and applied researches, research and technological development (RTD), at the level of «customer — executor of such researches» will depend on: 1) the type IPR objects that will be created and 2) the sources of fundingof such researches. In relation to such IPR objects as inventions, utility models, industrial designs, copyright, layout designs (topographies) of integrated circuits, plant varieties, animal breeds and performances the following options for distribution of economic rights are possible:1) in case of non-budgetary financing of basic and applied researches, research and technological development (RTD) — rights belong jointly to the customer and the higher educational institution-executor of such researches. This may be changed by a contract between the customer and the executor.2) in case of budgetary financing of researches — rights belong to the higher educational institutions-executor of such researches. In addition, the legislator does not provide for the possibility to change the said provision by contractually. At the same time, the customer of such research should be assigned the right to use IPR objects for free.3) in the case of budgetary financing of the researches, while the obtained IPR objects are state secrets or objects obtained under a state defence order — rights belong to the customer of such research. This cannot be changed contractually either;4) in the case of mixed financing (own funds of the higher educational institution and budgetary funds) – rights belong to the party that will be determined contractually by the customer and the executor of the basic and applied researches, research and technological development (RTD).In the case of a scientific discovery, we can only talk about moral rights, namely – the right of attribution. Thus, the indicated object is outside of the scope of the rules regarding the distribution of economic rights.As to phonograms and videograms, the economic rights to these objects will belong to that party to research agreements that will actually “create” those objects. This can be either the customer or the executor of such researches.As to trade secrets, the economic rights will, as a general rule, belong to both the customer and higher educational institution — the executor of basic and applied researches, research and technological development (RTD). In this case, disposing of these rights will be carried out jointly. This can be changed contractually. Also, suggestions to improve the legislation of Ukraine have been made.  

FROM THE PARISH SCHOOL TO THE CITY HIGHER SCHOOL (ST. SAHAK AND MESROP SCHOOL IN NAKHICHEVAN-ON-DON)

2021 ◽  
pp. 89-93
Author(s):  
Stepan K. Choriyan
Keyword(s):  
Primary School ◽  
Urban Population ◽  
Educational Programs ◽  
Parochial Schools ◽  
Educational Institutions ◽  
Teaching Staff ◽  
History Of ◽  
Intellectual Level ◽  
Armenian Population ◽  
The City

This article is devoted to the history of the higher primary school of Saints Sahak and Mesrop and its role in raising the intellectual level of the Nakhichevan population. The Crimean Armenian immigrants resettled on the Don land from the very beginning showed concern for the education of the younger generation. Since that time, the first educational institutions of the city-parochial schools have ceased to meet the educational needs of the urban population, as a result of which some parochial schools have evolved to a higher primary school, which can be clearly seen on the example of the School named after Saint Sahak and Mesrop. The article traces the difficulties and problems that the school's management had to face in the process of its development. The author examines the educational programs, as well as the teaching staff of the school. The successful functioning of the school was due to the invaluable assistance from both the entire Nakhichevan society and individual patrons in the education of the local Armenian population.

Impact of COVID-19 on an Educational Institution of India

2021 ◽  
pp. 300-311
Author(s):  
Elizabeth Madathilathu Samuel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Institutions ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Teaching Online ◽  
Traditional Mode ◽  
History Of

The year 2020 has made a mark in the history of mankind. India, too, was affected by the pandemic. To ensure a curb on the spread of the disease, India adopted a sequence emergency mechanism. It announced the closure of all educational institutions along with all the other establishments as a part of strict social distancing measures. The traditional mode of teaching and learning transitioned into online teaching. Online learning and virtual classrooms became the 'new normal'. The analysis was carried out using the data collected through structured questionnaire from 35 teachers in Kottayam District, Kerala a southern state of India. Data collected was analyzed using descriptive statistics. It is evident from the study that the teachers lack in the use of various teaching methods for motivating and encouraging students. Further on, since the teachers were caught off guard, they had not received any formal or professional training to conduct online classes or use the advanced modes of technology.

The need for a transition to a distance learning format: research results

2020 ◽  
pp. 194-209
Author(s):  
Marina V. Polevaya ◽  
Elena V. Kamneva ◽  
Sergey A. Polevoy ◽  
Margarita M. Simonova ◽  
Svetlana M. Buyanova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teachers And Students ◽  
Training Format

Relevance. The article discusses the problems of the transition of universities to a distance learning format. The transfer of universities to a remote format due to the spread of the COVID-19 virus allowed students to continue to receive training, which varied significantly due to technologies, the choice of which was determined by the current capabilities of educational institutions. The article analyzes the result of a study of the attitude and assessment of teachers and students organizing and conducting training outside the educational institution with the use of distance technologies. The purpose of the study is to identify the features of teaching and learning in a distance format in higher education during the spread of a new coronavirus infection. The objectives of the study are to identify factors that have influenced the quality of the implementation of educational programs in full in the electronic information and educational environment. The results of the study. A serious influence of the distance learning format on the quality of the teacher-student interaction was revealed (it has significantly decreased), which is undoubtedly one of the factors that reduce studentsʼ motivation to learn. For many respondents, distance learning and teaching was the first experience of a distance learning format, and therefore the attitude towards it is rather complicated. A significant scatter in the format of the classes, their completeness and content within the framework of distance learning, the low proportion of the teaching staff prepared for its implementation, and the generally low level of technical, methodological and legal support show that the majority of Russian universities are not ready to introduce distance learning. The transition to an online training format caused the majority of respondents discomfort and negative emotional experiences.

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