Impact of optimization of the structure of rural general education network on improving the quality of education

On the example of the Samara Region, the question of the influence of the processes of optimizing the structure of the rural general education network on improving the quality of education of students in rural areas is investigated. The relevance of the processes, the elaboration of the topic through the presentation of research by Russian and foreign authors devoted to the development of social and educational space, social and educational networks are considered. The definitions of the educational network and optimization of the structure of the general educational network are given; the tendencies of changes in the structure of the rural general education network of the Samara Region are traced since the end of the 90-ies of the last century on the example of 19 schools of the Samara region subjected to reorganization. The analysis of changes in the quality of education of students based on the results of the main state exam and the unified state exam depending on the type of optimization is presented: reorganization of a small school, which is an independent legal entity, into a branch of another school; change in the level of educational programs being implemented.

The μNet project: A status report

μNet aims at the deployment and long-term operation of an extensive school network of educational Cosmic Ray telescopes in the geographical area of Peloponnese. In the framework of μNet, an extended educational program will take place, encompassing educational activities for the construction, testing and operation of μCosmics (microCosmics) detectors, as well as for the remote operation of cosmic ray detection stations and astroparticle physics experimental devices deployed at the Hellenic Open University (HOU) campus. A pilot run of the μNet project started in 2020 aiming at the deployment and operation of a small school network in the prefecture of Achaea. In this work we present the progress of the program to date and the feedback we have received so far from the students and the teachers participating in it.

Scandal in Somers town: conspiracism and Catholic schools in early Victorian England

The middle years of the nineteenth century are notable in the history of Catholicism in England for the development of the ‘papal aggression’ crisis. Catholic emancipation had been met with suspicion by Protestant groups and this suspicion grew into violent antipathy with the publication by Nicholas Wiseman of ‘Ex Porta Flaminia.’ At the same time that this crisis was emerging, Catholic charitable organizations were also attempting to garner support from the state for the building of Catholic schools. With a boom in the poor, urban population, fuelled by the arrival of Irish refugees, this assistance was urgently required. In the midst of this a small school in the heart of London became the focus of a cause célèbre. The belief that this school had been funded by lucre, defrauded from dying and vulnerable members of the Somers Town community by simonist priests, provided the source of a widespread conspiracy theory. The result of this conspiracy theory was a lawsuit, brought in 1851 by the relatives of a deceased benefactor of the school, against the newly enthroned Cardinal Wiseman. Metairie vs. Wiseman became one of the most celebrated and cited cases of the early Victorian era.

Pre-Schoolers’ Parental Concern on Educational Effect of Information and Communication Technology on Children’s Learning

Technology has been the bread and butter of learning not only among school going children, but also those of pre-schoolers. Its access and usage has become the perennial tool to generate learning. Hence, it comes with the effects of the learning process. This study attempts to investigate the concern of pre-schoolers’ parents regarding the access of Information Communication Technology (ICT) that takes place both in school and at home. This has also become the cause of concern for parents as their children are exposed to its access and usage, conveniently 24/7. To conduct this study, questionnaires were given and duly completed by 10 parents in a small school of eighteen pre-schoolers. These pre-schoolers ranged from the ages of 3 to 6 years old. At these ages, the children have ICT knowledge, at home ranging from leisure games, electronic toys, mobile phones, television, CD, and computers. They have well educated parents with concerns on child computer addiction, health matters and lack of social values. Discussions on the findings focus on the advantages and disadvantages of technology access and usage among the pre-schoolers. They also included the questions on methods of access control or preventive measures to ensure safe ICT use for these pre-schoolers. This study took a qualitative approach as it was suitable to access the respondents’ perception and opinion via questionnaires. The analysis of the study results indicated that ICT had positive impact on education. The concern and setback for parents were the health issues, dark webs, and lack or over socialising. More often it is lack of social mingling. Received: 27 June 2021 / Accepted: 9 August 2021 / Published: 5 September 2021

Buddhist-Led Rural Community Rebuilding in the Republic of Korea from the Indra’s Net Perspective

This paper zeros in on Buddhist-led community rebuilding with a special reference to Sannae District in Namwon, Jeonbuk Province in the Republic of Korea (South Korea). Until the 1990s, the district witnessed the traditional sense of community rapidly disappearing along with tidal rural-urban migration and agricultural industrialisation. Since the late 1990s, Silsang-sa, an about 1200-year-old Buddhist monastery located in the rural district, has strived to help revitalise the rural community. Reverend Tobŏp, the head monk of the monastery, brought attention to the overarching Buddhist doctrines of ‘dependent arising’ and ‘Indra’s Net’ that every phenomenon arises only in relation to others. To start with, in 1998 Reverend Tobŏp set up an organic agriculture training camp on Silsang-sa Farm for prospective rural migrants. In 2001, he established Silsang-sa Small School, which is an alternative secondary school with Buddhist ecology and economics included in the curriculum. Owing to increasing in-migration, Sannae District has gradually evolved into a socially and economically vibrant and sustainable community in which a variety of social clubs and commercial cooperatives have burgeoned.

Psychological Characteristics Of Emotional Intelligence Formation In Small School Age

The article describes the results of a study of the formation of emotional intelligence in older preschool children. The definition of emotional intelligence is given, a two-level structural model of this concept is presented, as well as the model and methods of development and formation of emotional intelligence in preschoolers. From the earliest stage of life, children have a lot of emotions. They show various feelings such as anger, fear, joy, pride, shame, etc. This whole system of feelings forms the emotional sphere of human life. Emotions give children information about their condition and that of the other person. Positive emotions make children feel safe and secure. On the contrary, negative emotions signal danger and displeasure.

PLANNING FEATURES OF SMALL UKRAINIAN SCHOOL SPACES BETWEEN XIX–XX CENTURIES

This article analyzes the planning features of small school spaces in different regions of Ukraine between the XIX-XX centuries. The main constructive decisions of typical residential architecture which manifested itself in school construction are identified. On the example of Ukraine, we trace a large number of stylistic and planning borrowings from typical residential architecture of the folk artists and architects from different regions, which manifested itself in rural school construction.

Pedagogical And Psychological Features Of The Small School Age

Theoretical information on the pedagogical and psychological features of the primary school age. Also, recommendations for the organization of social activities of teachers based on the pedagogical and psychological characteristics of the school age.