Bibliographies thématiques / Russia High School (Russia, Ohio)

Littérature scientifique sur le sujet « Russia High School (Russia, Ohio) »

Auteur : Grafiati
Publié le 25 juillet 2024

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Articles de revues sur le sujet "Russia High School (Russia, Ohio)"

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Bodnar, Alexander M., Elvira L. Bodnar et Elena V. Sabelnikova. « Personality Features of a High School Student — a Potential Emigrant ». Lurian Journal 4, no 2 (8 septembre 2023) : 30–44. http://dx.doi.org/10.15826/lurian.2023.4.2.2.

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In Russia during the Soviet Union, the problem of emigration did not arise, because there was practically no emigration. In Russia, after the restoration of capitalism, there was emigration, but there was no problem of emigration, since everyone who wanted and could leave freely, and the image of a “citizen of the world” had positive connotations. Everything changed dramatically with the start of a special military operation, and our study of the potential reasons for the emigration of young people from Russia in 2021–2022 looks especially relevant now. The purpose of the study is to identify the reasons that contribute to the formation of emigrant moods in the stratum of schoolchildren of sixteen to eighteen years old, students of senior classes of general education schools. The design of the study involved a comparison of the psychological structure of the personality of high school students, carriers of a different, negative and positive, image of Russia and the psychological portrait corresponding to this image. The study involved 70 people, including 27 boys and 43 girls, all students of prestigious schools in Yekaterinburg. An analysis of the relationship between the variables Negative Image of Russia and Desire to Emigrate with the variables that form the psychological portrait of a person showed an obvious difference between these portraits. It was revealed that the desire to emigrate is determined by the negative image of Russia that exists in the mind of a high school student, which is a causal factor that forms the personality traits of a potential emigrant.
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Vasil'cheko, N. « Cadet Education in Russia ». Standards and Monitoring in Education 10, no 5 (27 septembre 2022) : 10–19. http://dx.doi.org/10.12737/1998-1740-2022-10-5-10-19.

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The article contains a complete classification of cadet educational establishments in the Russian Federation of which the cadet secondary school is singled out and being examined thoroughly. During the examination the distinguishing features and benefits of studying at cadet secondary schools in comparison with cadet military corps on the one hand and secondary schools on the other hand are accentuated. The features and benefits lay the basis for high social demand and prospects of such schools. After that, by means of juxtapositional analysis the so called cadet component, indices of effectiveness of the educational process, regulatory and legal framework, facilities and equipment of randomly selected cadet secondary schools are being highlighted and described. In the conclusion the author suggests an updated and more precise definition of a cadet secondary school, emphasises the necessity of modernisation of its legal framework, and indicates a roadmap to further development of the cadet secondary education in Russia.
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Byford, Andy. « Psychology at High School in Late Imperial Russia (1881–1917) ». History of Education Quarterly 48, no 2 (mai 2008) : 265–97. http://dx.doi.org/10.1111/j.1748-5959.2008.00143.x.

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Secondary education is one key area in which academic disciplines build their identity and legitimacy in the public realm. The public image of a science is, of course, constructed by a variety of means and on different platforms, including the generalist media and the lively industry of scientific popularization. However, the school occupies a unique role in representations of science because of its greater degree of formal continuity with the academic environment. The successful institutionalization and maintenance of any discipline depends on it taking root, in some form at least, in the system of public instruction. Because education both fosters and depends on disciplinary reproduction, the concrete shape that school subjects take is of great consequence to the long-term development of related sciences.
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Knyazev, E. A. « Auto-didactic at high school of Russia and subject system ». Alma mater. Vestnik Vysshey Shkoly, no 5 (mai 2017) : 96–100. http://dx.doi.org/10.20339/am.05-17.096.

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Grass, Tatiana Petrovna, et Vladimir Innokentievich Petrishchev. « Development of Engineering Thinking and Education in Secondary Schools of Russia and China ». Siberian Pedagogical Journal, no 5 (23 octobre 2023) : 122–29. http://dx.doi.org/10.15293/1813-4718.2305.12.

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The relevance of the claimed research is determined by the insufficient knowledge of the development of engineering thinking and engineering education among high school students in Russia and China. The authors focus on the fact that recently in both countries there has been a literally “boom” in the development of engineering thinking and education in schools, starting from the initial stage and ending with high school. The purpose of the article is to identify and characterize the problem of the development of engineering thinking and engineering education among high school students in Russia and China. The authors analyze the main directions and describe a number of successful initiatives implemented in these countries that contribute to the successful development of engineering thinking and engineering education among high school students. Methodology and research methods. Analysis of scientific literature on the development of engineering thinking and engineering education among high school students, regulatory and program documentation and projects implemented in schools of the countries under study showed the importance of this area. Research results. The study confirmed that the development of engineering thinking and engineering education among high school students in Russia and China allows the younger generation to consciously make a professional choice and acquire motivation to study subjects of the natural science cycle. The development of engineering thinking and engineering education among high school students in Russia and China in the last decade has been under intense attention and support from the governments of these countries. A new system of technology parks is characterized, which contributes to the involvement of most of the school youth to a technical specialty. Conclusion. The study of the development of engineering thinking and education in secondary schools in Russia and China is of great theoretical and practical importance for preparing the younger generations for life and professional activity. The study of the positive experience of China can be important for understanding, enriching and the possibility of its use in domestic practice, taking into account the cultural characteristics of our country.
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Blackford, Lena. « Musical education in Russian secondary schools ». British Journal of Music Education 14, no 1 (mars 1997) : 57–67. http://dx.doi.org/10.1017/s0265051700003442.

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This paper reviews the traditions of teaching school music in Russia and focuses on the music curriculum for comprehensive schools elaborated by the Russian Academy of Pedagogical Sciences. New teaching methods continue to be developed and, despite economic difficulties in Russia, the number of institutes of higher music education remains high compared to that in other countries. As a result Russia has, perhaps, a greater number of highly-qualified musicians, teachers and performers than any other country in the world.
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Sukiasyan, E. R. « Сlassification culture of the Russia ». Scientific and Technical Libraries, no 4 (5 avril 2019) : 37–52. http://dx.doi.org/10.33186/1027-3689-2019-4-37-52.

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Classification culture – a set of achievements of the country in the field of classification systems (CS): the study of their history and theory, the creation of own systems and the development of foreign experience, publications and options, practice of application. It is told about the achievements of Russia: works on the history of library CS, the directions of theoretical studies. For example, he CS history is well studied – from ancient times to the present day. Interesting CS were developed in the 18–19th century (for the largest and some university libraries). Schedules of the foreign CS – complete translation of the Colon Classification and the Dewey Decimal Classification into Russian was published. Published Russian UDC retranslation in 10 volumes. The country has CS, recognized by the international community as the National System of Russia (firstly published in the years 1961–1968 in the 30 books). Contemporary classification practice is distinguished by the presence of variants of schedules – full, medium and abridged, in book and machine-readable form. The experience of developing classification schedules for children's and school libraries is unique. The conclusion is made: Russia certainly has a high level of classification culture.
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Polivanova, K. N., et K. A. Lyubitskaya. « Homeschooling in Russia and abroad ». Современная зарубежная психология 6, no 2 (2017) : 72–80. http://dx.doi.org/10.17759/jmfp.2017060208.

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The article presents a relatively new practice of home education for Russia. A survey of numerous studies shows that the transition to homeschooling is characteristic of families with a high value of family cohesion, for those who want to protect their children from the dubious influence of their peers, and for those who have a special idea of religious education. The most widespread home education ("homeschooling") has in the USA (up to 8% of schoolchildren), is allowed and is actively growing in many countries of Europe. The psychological aspect of the problem of home education is linked in the presented review mainly with the theme of family cohesion, although a number of researchers believe that homeschooling itself is only an additional and not the main factor of cohesion. According to the empirical study, Russian homeschoolers are faced with a large number of organizational problems in the transition to home education and with a lack of pedagogical competence of parents and a shortage of special methods of individual education, since only 16% have pedagogical education. The main psychological problems in choosing a homeschooling include a misunderstanding from the inner circle, and in the implementation - the difficulty in determining the parent role. If in traditional school education the parent is a welcoming and loving parent, then at home education the parent becomes demanding and controlling. Homeschooling provokes the creation of various kinds of associations and groups of mutual supports of parents, which indicates the ambiguity and difficulties in implementing this form of education for children.
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Komashinskaya, T. S. « ABOUT ORTHODOX EDUCATION IN MODERN RUSSIA ». Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no 4 (2020) : 35–42. http://dx.doi.org/10.18323/2221-5662-2020-4-35-42.

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The relevance of the study in regards to the science and theory is caused by the necessity of theoretical and pedagogical determination of the content of a new social and pedagogical reality developed due to the change of the place and status of religion in the public mind. The relevance of considering Orthodoxy in practice is caused by the search for ways for the spiritual revival of Russia as the society and the state desperately need educational models ensuring spiritual-moral components in the content of education. The paper analyzes the statistical data illustrating the dynamics of the Russians’ attitude to Orthodoxy. The author considers the legal and regulatory framework of Orthodox education. The author discusses the structure of Orthodox education in modern Russia. The paper describes the primary, secondary, vocational, and scientific training levels in Orthodox education and gives the typical forms of training for each level of education. The study shows that Orthodox learning uses both traditional and contemporary methods and techniques. In this respect, self-education is significant and necessary at all levels of Orthodox education. The main issues facing Orthodox education are associated with Orthodox education quality improvement, education forms and methods development, the training level of high-quality specialists for religious organizations, secondary and high school teachers, specialists in the sphere of inter-religious and church-state relations. One of the main problems at each level of learning is the specialization of education content and the selection of optimal ways of assessment and control for material retention. The author concludes that Russian people can get Orthodox education at any age, using various forms and methods of teaching.
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Gao, Jing. « SPECIAL ASPECTS OF SELECTING CONTENT FOR TEACHING CHINESE TO HIGH SCHOOL STUDENTS ». Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 62, no 4 (30 décembre 2022) : 112–23. http://dx.doi.org/10.25146/1995-0861-2022-62-4-373.

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Problem statement. The increase in the level of cooperation between China and Russia has led to the introduction of Chinese into the school curriculum, and consequently, the need to adapt existing training programs for Russian schoolchildren. This article examines distinctive features of the two cultures, differences and similarities in the linguistic and cultural picture of the world of Russians and Chinese, as well as their influence on the selection of materials for teaching high school students. The purpose of the study is to identify the main features of the content selection for the Chinese language teaching program applied for high school students in Russian schools. The methodology of the study consists of generalization and analysis of studies in the field of cultural characteristics of Russia and China, as well as the methodology of teaching Chinese as a foreign language. Research results. The analysis of studies in the field of linguistic culture of the world of Russia and China revealed the main features, similarities and differences of the two countries. Both countries have been developing for many centuries, have traditional holidays, a special attitude to food, drinks, religion, and behavior. All this affects understanding and remembering of information, diligence and readiness to learn. In addition, Chinese differs significantly from Russian in terms of phonetics, grammar and vocabulary. It is difficult for Russian schoolchildren to learn hieroglyphics, since even the Chinese study their writing system for at least 7 years. Pronunciation of many sounds has no analogues in the Russian language, and the meaning of phrases often depends on the tonality. All these differences, as well as the existing similarities in history and literature, should be taken into account when developing a training program for Russian schoolchildren. Studying of works by various specialists, as well as exemplary curriculum for general education institutions, helped to clarify all the features of selecting materials for effective teaching of high school students. Conclusion. The similarities and differences revealed in this article between the linguistic and cultural picture of the world of Russia and China allow us to determine the main features of selecting materials for teaching Russian schoolchildren. When selecting the material, it is necessary to take into account both educational aspects that are important when learning any foreign language, and the peculiarities of Chinese vocabulary, grammar, and phonetics. The features identified by this article will help to form a full-fledged syllabus aimed at the formation of intercultural communication and to use it for teaching high school students in Russian schools.
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Thèses sur le sujet "Russia High School (Russia, Ohio)"

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Warnock, Linda Sue. « Changing Values : A Study of the Shift in Cultural Values and Perceptions of U.S. High School Students Following Orientation and Exposure to Russian Culture ». PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4882.

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When cultural values differ, it is difficult for people not to judge one another's behavior on the basis of their own individual and/or cultural values. Given the profound differences in Russian and American culture, the question of what happens when these two cultures interact comes to mind. The purpose of this study was to describe the relationship of culture specific orientation, coupled with a two week sojourn in Russia on the sojourners' perceptions of cultural values. The sojourners were high school athletes participating in the first part of a Russian - American Track and Field Exchange. In order to ascertain the students' value orientations, each student completed six Value Orientation Worksheets. Before the pre-departure orientation the students' completed two worksheets composed of fifteen questions, one according to their own cultural values, and one for their perception of Russian cultural values. The students completed two additional worksheets after the pre-departure orientation sessions, and two worksheets ten months after the sojourn. Analysis of the post-orientation worksheets suggests that the orientation sessions had a greater impact on the students' reported perceptions of their own cultural values than in changing their reported perceptions of Russian values. Unlike the post-orientation responses, an analysis of post-sojourn responses indicated that the sojourn experience appears to have had a comparable affect on the students' reported perceptions of their own cultural values and their reported perceptions of Russian cultural values. Post-sojourn worksheets revealed that agreement among the students after the shared orientation sessions was not a reliable predictor of agreement after the sojourn. In many cases, the individuality of the sojourn experience appears to have overcome the shared informational orientation training. Continued research in this field is needed to determine whether or not the tendencies uncovered in this study can be generalized to include a wider population, specifically - American high school student/athletes traveling abroad for a short term sojourn.
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Belashov, Anastasia. « Textbooks and nationalism : the Northern Territories as explained for high-school students in Japan and Russia ». 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370207&T=F.

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Ho, Yi-chuan, et 何宜娟. « KMT government and anti-communism and anti-Russia education : take the historical teaching materials of junior high school from 1949 to 2000 for examples ». Thesis, 2007. http://ndltd.ncl.edu.tw/handle/72430076887603922945.

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碩士
國立中央大學
歷史研究所
95
This research mainly discusses how the contents of the historical teaching materials of junior high school changed in Taiwan from 1949 to 2000. By analyzing the changes of the historical teaching materials of junior high school after the KMT government compelled to take refugee in Taiwan in 1949, we could understand the KMT government’s anti-communism and anti-Russia policies. In the first few years, the historical teaching materials of junior high school did not convey any thoughts of anti-communism and anti-Russia. But after the Korea war, the KMT government started to revise the historical teaching materials of junior high school and promoted anti-communism and anti-Russia thoughts. In this research, we demonstrate the shifting of those anti-communism and anti-Russia thinking in the historical teaching materials of junior high school. In conclusion, thought the KMT government changed the methods of the transmission of anti-communism and anti-Russia thinking, the basic anti-communism policy of educating the students did not changed.
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Livres sur le sujet "Russia High School (Russia, Ohio)"

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N, Sinit͡sa L., Ponomarev I͡U N, Perevalov V. I et Rossiĭskiĭ fond fundamentalʹnykh issledovaniĭ, dir. 12th Symposium and School on High-Resolution Molecular Spectroscopy, 1-5 July 1996, St. Petersburg, Russia. Bellingham, Wash : SPIE--the International Society for Optical Engineering, 1997.

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N, Sinit͡sa L., Ponomarev I͡U N, Perevalov V. I, Bruker Analytische Messtechnik GmbH et Society of Photo-optical Instrumentation Engineers., dir. 13th Symposium and School on High-Resolution Molecular Spectroscopy : 4-6 July, 1999, Tomsk, Russia. Bellingham, Wash : SPIE, 2000.

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All-Union Symposium and School on High-Resolution Molecular Spectroscopy (10th 1991 Omsk, Russia (Federation)). Tenth All-Union Symposium and School on High-Resolution Molecular Spectroscopy : 2-9 June 1991, Omsk, Russia. Sous la direction de Sinit︠s︡a L. N et Institut optiki atmosfery (Akademii︠a︡ nauk SSSR). Bellingham, Wash : SPIE, 1992.

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Simpozium po molekuli͡arnoĭ spektroskopii vysokogo i sverkhvysokogo razreshenii͡a (11th 1993 Moscow, Russia). 11th Symposium and School on High-Resolution Molecular Spectroscopy, 28 June-3 July 1993, Moscow, Russia. Sous la direction de Nadezhdinskii Alexander I, Ponomarev I͡U N, Sinit͡sa L. N et Society of Photo-optical Instrumentation Engineers. Russian Chapter. Bellingham, Wash : SPIE--the International Society for Optical Engineering, 1994.

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N, Sinit͡sa L., et Institut optiki atmosfery (Akademii͡a nauk SSSR), dir. Tenth All-Union Symposium and School on High-Resolution Molecular Spectroscopy : 2-9 June 1991, Omsk, Russia. Bellingham, Wash : SPIE--the International Society for Optical Engineering, 1992.

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avtor, №., et №. *avtor. Dorpat professorial Institute is a scientific - pedagogical school in Russia. ru : INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1064967.

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This monograph carried out a systematic analysis of the unique experience of solving complex problems for the training of professors for Russian universities in Dorpat professorial Institute. In cultural and historical context the first half of the XIX century the system of training of the professors of the new formation is regarded as a scientific-pedagogical school in Russia. Chrono-logical framework of the monograph covers the period from the beginning of the XIX century 60-ies of the XIX century (from the prerequisites for the establishment of Professorial Institute to identify lines of continuity in his work). Analyzed the activity of three generations of Russian University professors. Addressed to high school teachers, doctoral students, graduate students.
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N, Alexeev E., dir. Proceedings of the International School on Particles & Cosmology, Baksan Valley, Russia, 22-27 April 1993. Singapore : World Scientific, 1994.

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Wright, Ashley. Sochi Fails. New York, NY : the Calhoun School, 2014.

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Losers. New York : Scholastic/Push, 2008.

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Karnaukh, Nadezhda. History of training University teachers in Russia in the XIX century. ru : INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/23364.

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The monograph attempts to use a retrospective analysis to find out the factors that influenced the formation of the system of training Russian teachers for Russian universities in the XIX century, to consider the stages passed by this system, to systematize the requirements for the professionalism of a Professor at a Russian University in different historical periods. The book is addressed to high school teachers, graduate students, and undergraduates.
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Chapitres de livres sur le sujet "Russia High School (Russia, Ohio)"

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Sergey, Kosaretsky, et Likhatskikh Elena. « Supporting Elementary and Secondary Education During the Pandemic : A Case Study from the National Research University Higher School of Economics ». Dans Knowledge Studies in Higher Education, 243–60. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Sergey, Kosaretsky, et Likhatskikh Elena. « Supporting Elementary and Secondary Education During the Pandemic : A Case Study from the National Research University Higher School of Economics ». Dans Knowledge Studies in Higher Education, 243–60. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Getmanskaya, Elena. « Essays in Middle and High School in Russia : Historical Background ». Dans Emerging Writing Research from the Russian Federation, 51–67. The WAC Clearinghouse ; University Press of Colorado, 2021. http://dx.doi.org/10.37514/int-b.2021.1428.2.02.

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Dzenovska, Dace. « Liberalism on the Fence ». Dans School of Europeanness. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501716836.003.0008.

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In September 2015, Latvia announced a plan to build a 2.7-meter-high fence along especially vulnerable sections of its 276-kilometer-long border with Russia, amounting to 90 kilometers of fence altogether. The building of the fence was to commence as soon as possible and be completed in 2019. It would cost about 17 million euros. The State Border Guard described this project as “arranging the border zone” (...
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Kiselev, Aleksandr Aleksandrovich. « Novaia model' vysshego obrazovaniia v Rossii : problemy i perspektivy ee vnedreniia ». Dans Psychological and Pedagogical in High School, 29–40. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-107738.

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More than 20 years the two-level system of higher education within the framework of Bologna system has been developing in the Russian Federation. However, it proved to be untenable for the Russian Federation, as it significantly reduced the quality of training of university students as professionals demanded by domestic organisations. Under the conditions of economic sanctions against Russia by the USA and a number of countries, it became necessary to implement the import substitution strategy. But its implementation required the development of industry, opening of new enterprises and production facilities, which, in turn, required professionals capable of doing this. As a consequence, it was necessary to change the system of training the necessary specialists in domestic universities. The study of the identified problems was carried out taking into account the practical experience of the author, using the method of included observation and discussion of the identified problems at various conferences, as well as the study of various studies on this issue.
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Shchedrina, Elena Vladimirovna. « DIGITAL INNOVATIONS IN AGRICULTURAL EDUCATION ». Dans Psychological and Pedagogical in High School, 117–42. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-107641.

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The author's study considers the actual direction related to the "digital transformation" of modern society on the scale of the state. The connection between the global process of digitalisation and the need to introduce changes in the system of personnel training, in particular for the agro-industrial sector, is established. The strengths and weaknesses of digitalisation and their impact on the digital wellbeing of the individual are described. Statistical data reflecting some trends in the development of the digital economy in Russia are analysed. An assessment of the state of digitalisation of agriculture in the country is given, and real examples of the introduction of digital tools in the sector are described. The paper describes the structure of digital transformation of domestic agrarian education, which includes five structural components: technical, software, technological, methodological and organisational-legal. For each component, an overview of existing solutions on the market is given. The opportunities, existing experience and possible problem areas in the training of personnel for agriculture and the formation of digital competences of future graduates are considered.
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Morozov, Alexander V., et Andrey Yu Tereshchenko. « Educational Process in a Secondary School Using Distance Learning Technologies ». Dans Contemporary Challenges in Education, 9–18. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-1826-3.ch002.

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The authors describe the results of an experiment on the introduction of additional distance learning methods in senior classes of some secondary schools in rural areas of the Stavropol Territory. Given the new digital educational environment, there is a wide range of tasks in secondary educational organizations in Russia. The goal of the digital educational environment is to ensure high quality and accessibility of education of all types and levels. The empirical study was conducted from 2013 to 2018 as part of dissertation research on the digitalization of general secondary education in schools of Russia. The authors consider the possibility of filling gaps in schoolchildren's knowledge through distance learning in chemistry, physics, mathematics, and computer science. Difficulties that arise when using methods of additional education are noted. Several educational and motivational difficulties that arise when implementing digital learning methods are shown. Aspects of health saving in the framework of mixed training are considered.
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An, S. A. « PHILOSOPHY OF EDUCATION IN THE ASPECT OF MODERN REFORMS ». Dans ФИЛОСОФСКИЕ, СОЦИОЛОГИЧЕСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ, 4–6. ФГБОУ ВО «АлтГПУ», 2022. http://dx.doi.org/10.37386/2687-0576-2022-4-4-6.

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This article examines the modern problems development of education in Russia. Devoted to the interaction of personal and culture in the education. Presents an analysis of the phenomenon morals values in the context of modern education morals values to the context of modern education in secondary and high school.
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Korosteleva, Larisa Yu. « The sphere of education of small towns : problems and prospects ». Dans Sociocultural potential of small towns of Russia : collection of articles, 85–97. Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, Moscow, Russian Federation, 2022. http://dx.doi.org/10.19181/sbornik.978-5-89697-401-7.2022.6.

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The article presents a study of the general situation in the field of primary, secondary and higher education in small cities of Russia, their current state and possible prospects. The real situation of small towns in six regions of the Russian Federation is analyzed. Their problems are highlighted: the lack of highly qualified personnel of various educational structures of small towns and settlements, significant difficulties in obtaining secondary specialized and higher education, lack of places in kindergartens, as well as a shortage of school buildings. Due to the transformation of the modern economy based on innovations, high technologies, intensive production and the use of creative knowledge, significant problems have been identified in obtaining higher education in peripheral cities (outside agglomerations), where there is not a single university, there is no specialized education and a minimum number of additional education organizations for children. Recommendations for the development of a network of secondary and higher professional institutions are proposed, taking into account the fact that many regions are not just specific, but also unique.
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Roshchina, Ya M., et A. A. Kharitonova. « Health-Protective Behavior in Russia During the First Year of the Covid-19 Pandemic ». Dans Russian Longitudinal Monitoring Survey - HSE, issue 12, 110–28. National Research University Higher School of Economics, 2022. http://dx.doi.org/10.19181/rlms-hse.2022.3.

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In this paper we use “Russia Longitudinal Monitoring Survey – Higher School of Economics” (RLMS-HSE) to investigate attitudes towards and willingness to engage in protective behaviors against COVID-19. As the RLMS-HSE data shows, when Russian coronavirus vaccines were yet to be approved for public use at the end of 2020, an overwhelming majority of the population considered mask-wearing, hand-washing and social distancing to be effective means of protection against COVID-19. An approval rating of these behaviors was reasonably high among all age groups and at all levels of education, however, positive attitudes were most prevalent among people with poor health. Unfortunately, with the exception of mask-wearing, which became mandatory in some regions of Russia in autumn 2020, public behavior did not necessarily match the attitude. There were two distinctive sets of protective behaviors. First included mask-wearing, hand-washing, avoidance of physical contact and social distancing and was considered mandatory by the general public. Second were perceived as more or less optional; it consisted of self-isolation, taking vitamins, gloves-wearing, online shopping and sanitizing delivered products. Depending on how many and what kind of protective behaviors respondents engaged in, they were split into four groups: three with inclination for either low, moderate or high level of protection and one with a penchant for preventive care such as vitamins. Men, young people, people with high self-assessed health, the employed, skilled and unskilled workers, rural residents, people with low trust in public institutions, and people demonstrating a high propensity for risk and neuroticism (emotional volatility) tended to adhere to the bare minimum of protection (mask-wearing and hand-washing). These people also were more likely to express doubts about getting vaccinated. However, the overall rate of COVID-19 vaccine hesitancy was noticeably high among all Russians (41.8%).
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Actes de conférences sur le sujet "Russia High School (Russia, Ohio)"

1

Maltseva, Svetlana M. « Gender Differences In National Values Of High School Students In Russia ». Dans International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.76.

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Dushina, T. A. « The work of a psychologist with the problem of developing the motivation to achieve success among high school students ». Dans SCIENCE OF RUSSIA : TARGETS AND GOALS. "Science of Russia", 2019. http://dx.doi.org/10.18411/sr-10-08-2019-69.

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Stolyarova, Irina N. « Linguistic corpus as a means of teaching lexical writing skills in language high school ». Dans Eurasian paradigm of Russia : values, ideas and experience. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0814-2-93-95.

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Dagva Raash, Namzhil. « Organizational skills of a teacher in the professional activities (on the materials of high school) ». Dans Eurasian paradigm of Russia : values, ideas and experience. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0814-2-166-172.

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Salimov, R. A. « High power DC electron accelerators of the ELV type ». Dans HIGH QUALITY BEAMS : Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420431.

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Skrinsky, A. « Accelerators : Their role, history, status, prospects, and practical applications ». Dans HIGH QUALITY BEAMS : Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420407.

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Perevedentsev, E. A. « Linear beam dynamics and beyond ». Dans HIGH QUALITY BEAMS : Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420408.

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Gareyte, Jacques. « Quality limitations of hadron beams ». Dans HIGH QUALITY BEAMS : Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420409.

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Kasuga, Toshio. « Quality limits for electron rings ». Dans HIGH QUALITY BEAMS : Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420410.

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Parkhomchuk, V. V. « Review of cooling ». Dans HIGH QUALITY BEAMS : Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420411.

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