The Impact Of SARS Cov-2 Pandemic On Children’s Behaviour In Society And Their Reintegration Through Drama Classes

The aim of this article is to point out the acute need of artistic classes for children with ages between 5 and 12 years after one year and a half of online activitities imposed by the SARS CoV-2 pandemic. The 2021 school year brought to the parents’ attention the gaps their children have experienced in terms of sociability. The ease they used to have in communicating with the others has almost disappeared along with the joy of interaction. They got so used to the virtual world that they began to see it as routine and to believe that this is the way our lives should be looking like from now on. As a result, the inauguration of this new school year in comparison to other typical school years, except for the pandemic years, has been registered as the year with the highest number of requests for children’s theatre classes. Teachers saw their students regressing and they also observed that it was very difficult for their students to assimilate any kind of new information, a reason why they came up with the idea of participating in such classes. The worst challenge for the students was to start coming back again physically to classes. Their enthusiasm disappeared alongside with their inability to concentrate and their difficulty in paying attention to the teaching process. The masks on their faces represented another disadvantage that they didn’t have to comply with any longer while attending online classes. Anyhow, it was the first year as a freelance theatre teacher in which the demand increased in such a manner that neither I nor my guild colleagues could honor all the requests we received in terms of drama classes for children at this age. The benefits of such classes in the education and in the evolution of its participants have already been demonstrated by many theatre personalities and they are now being amplified with the increased interest coming from the children’s parents who noticed serious disorders in their children’s’ behavior. In the next lines we are going to analyse the outcome results after questioning 60 children with ages between 5 and 12 years old.

Acoustics of a School Building Made in Wooden Technology on the Example of Building from the Second Half of the 19th Century

The Władysław Matlakowski School in Zakopane was established in 1877. After the war damage, during the Communist rule in Poland the school was rebuilt and renovated. As a result, the original character of the classrooms was distorted. Fiberboards used for interior finishing changed the acoustic climate of the rooms. The reverberation time of the tested rooms considerably exceeds 2 seconds for low frequencies and is below 2 seconds for medium frequencies. Thus, the reverberation conditions do not differ from typical school classrooms in Poland. The tests of reverberation conditions were supplemented by the measurements of acoustic insulation of partitions separating the chool classrooms from each other and from the corridor. The studies allow to infer that the noise possibly comes from the corridors or adjacent rooms.

Life-cycle cost analysis for an incremental seismic rehabilitation project

Incremental seismic rehabilitation (ISR) consists of a set of discrete rehabilitation actions in order to decrease initial costs and to avoid long-lasting disruptions. Nevertheless, there are few cases of incrementally retrofitted buildings and few studies about its economic feasibility. The objective of this work is to evaluate the differences between incremental and single-stage rehabilitation in terms of economic losses during the building’s life span. For this purpose, this work analyzes three rehabilitation proposals to improve seismic performance of typical school buildings. Based on P58 FEMA (Federal Emergency Management Agency) methodology, expected repair costs and benefits were calculated for each rehabilitation intervention. Results confirm the potential of ISR for improving essential buildings.

Implementasi kebijakan kepala sekolah dalam meningkatkan kinerja guru di SMK Daarut Tauhiid Boarding School Bandung

Artikel ini ditulis dengan tujuan untuk mengetahui pengimplementasian kebijakan kepala sekolah dalam meningkatkan kinerja guru di SMK DTBS Bandung. Permasalahan utama dalam artikel ini adalah apa kebijakan kepala sekolah dan bagaimana kepala sekolah mengimplementasikan kebijakan tersebut. Pendekatan yang digunakan adalah kualitatif. Hasil penelitian menujukan ada 3 (tiga) kebijakan kepala sekolah dalam meningkatkan kinerja guru, yakni (1) Guru wajib mengumpulkan dokumen pembelajaran; (2) Meningkatkan kualitas proses pembelajaran, dan (3) sertifikasi keahlian untuk guru produktif. Ketiga kebijakan tersebut diimplementasikan melalui (1) pemberian reward and punishment, (2) pengawasan kinerja guru secara ketat, (3) komunikasi terbuka dengan guru, (4) pemberdayaan MGMP, (5) kunjungan rutin ke kelas, (6) melengkapi sarana prasarana, (7) penyusunan kurikulum khas SMK DTBS, (8) penyelenggaraan pelatihan, (9) membangun kerjasama dengan pihak luar, (10) menghilangkan remedial test, (11) melakukan koordinasi berjenjang, (12) pembiayaan secara penuh oleh sekolah, serta (13) pembuatan surat perjanjian.This article aims to see the implementation of the headmaster policy to improve the teacher performance in SMK DTBS Bandung. The main focus in the article are what the headmaster policy and how the headmaster implements the policy. The research method used is qualitative. The result showed the headmaster issued 3 (three) policies in improving teacher performance, which is (1) Teachers are obliged to collect learning documents; (2) Improve the quality of the learning process, and (3) Certification for teachers. The three policies are implemented by (1) reward and punishment, (2) teacher performance supervision, (3) communication, (4) empowerment of MGMP, (5) class visits, (6) completing the infrastructure, (7) preparation of a typical school curriculum, (8) training arrangements, (9) cooperation with other parties, (10) omitting the remedial test, (11) coordination patterns, (12) full financing by schools, and (13) agreement letter

Information Policy and Hong Kong Schools: A review of the literature and preliminary benchmarking of practice

A review of the literature surrounding information policy suggests it is often discussed but it is not clear that it is understood. The policy governing the creation and dissemination of information has existed a long time, but policy development has changed because of the proliferation of resources via the Internet. The concepts of information and policy and the difficulty in defining them are presented. Typical school information policies are discussed in the context of policy development in Hong Kong. The implications of a lack of information policy for schools and school libraries are weighty considering that schools play an important part in the information cycle for students. Reference is made of the author’s study to benchmark the existence of information policies in Hong Kong schools.

Informácia o jednej zaujímavej všeobecno-vzdelávacej aktivite časopisu Quark

At the end of 2020, the Quark editorial office launched on its Facebook page an interesting competition called "Photo Puzzle". The basic premise is that the editors of the journal publish an original picture related in some way to science and technology, with an enclosed question. However, the image itself usually does not provide enough information to identify the correct answer. Instead, it provides an opportunity to creatively think about possible solutions in the absence of perfect information. In this sense, the questions differ from the typical school problems, which require accurate formulation and have clear answers. Since in everyday life we rarely encounter this type of „school“ questions, this activity by Quark staff should be appreciated.