Founder Of School Research Articles

Development of Cross-Cutting Skills in Secondary Education Students Through the Use of Textbooks «Exploring Nature»

The article addresses the role of textbooks in shaping cross-cutting skills that are part of all key competencies outlined in the State Standard for Basic Secondary Education. An analysis of recent publications reveals a predominant focus on a competency-based approach, reflecting conceptual principles of textbook creation for the New Ukrainian School. However, these publications insufficiently illuminate the essence and formation of cross-cutting skills through school textbooks.
 The potential of author-created textbooks for the integrated course 'Exploring Nature' for grades 5-6 in fostering cross-cutting skills outlined in the State Standard for Basic Secondary Education is explored. Examples of tasks and text constructions are demonstrated as tools for developing each cross-cutting skill.
 It is emphasized that the formation of cross-cutting skills is both a process and a result. As a process, it requires active cognitive engagement from each learner, with textbooks serving as motivators and organizers. As a result, cross-cutting skills ensure the acquisition of key competencies and the realization of the personal potential of students, contributing to the development of the teacher's creative individuality.
 The article underscores the importance of textbook categorization in the development of cross-cutting skills. It highlights that textbooks serve as guides in shaping cross-cutting skills and do not interfere with teachers' methodological preferences.
 The methodology described in the article for forming cross-cutting skills can be applied by textbook authors from various school subjects, researchers in textbook creation, and educators aiming to implement the conceptual foundations of the New Ukrainian School. The article outlines perspectives for further research on the development of cross-cutting skills.

Academician Viktor Sergeyevich Savelyev (1928–2013) (on the 95th anniversary of his birth)

Outstanding surgeon, scientist, teacher and organizer of healthcare, founder of a large surgical school, Hero of Socialist Labor (1988), academician of the USSR Academy of Medical Sciences (1974), RAMS (1991) and RAS (1997), laureate of the USSR State Prize (1975), the State Prize of the Russian Federation (1992), Demidov Prize (2002) and the A. N. Bakulev Prize (2002), Professor Viktor Sergeevich Savelyev was born on February 24, 1928 in the village of Pakhotny Ugol of the Bondarsky district of the Tambov region in the family of Sergei Dmitrievich Savelyev, a wood sawmill worker, and Olga Kuzminichna, a housewife. In 1945, Viktor Sergeevich entered the 2nd Moscow Medical Institute (now the Pirogov Russian National Research Medical University). After graduating in 1951, he studied in residency at the Department of Faculty Surgery, which was headed by the academician A. N. Bakulev, and was stayed at the department as an assistant. After defending his PhD thesis in 1955, he was appointed a teacher. In 1959, V. S. Savelyev successfully defended his doctoral dissertation, in 1961, he passed the academic title of Professor, in 1967, he was elected the head of the Department of Faculty Surgery. Viktor Sergeevich fully became the successor of A. N. Bakuleva and made the very great contribution to the development of domestic cardiac surgery. The works of V. S. Savelyev played a huge role in the formation and rapid development of vascular surgery. The clinic he headed has accumulated the world’s largest experience in the treatment of acute thrombosis and embolism of the main arteries. Viktor Sergeevich is rightfully one of the founders of modern Russian phlebology. He also made a significant contribution to the development of surgery of the stomach, intestines, bile ducts and pancreas. He was one of the first in the country to use organ-preserving operations on the stomach for complicated duodenal ulcer. Many of Viktor Sergeevich’s works were devoted to various aspects of postoperative management of patients, infusion therapy and parenteral nutrition, pathogenesis, diagnosis and treatment of sepsis. V. S. Savelyev and his students made a significant contribution to the development of abdominal endoscopy. V. S. Savelyev was a major organizer of domestic healthcare, for 34 years he held the post of the chief surgeon of the Ministry of Health of Russia. He was the Chairman of the Scientific Society of Surgeons of Russia (ROH), founder and president of the Russian Association of Phlebologists, editor-in-chief of journals «Thoracic and Cardiovascular Surgery» and «Phlebolymphology». Under his leadership and with his participation as the scientific consultant, 70 doctoral and 180 candidate dissertations were defended. He was the author and co-author of more than 500 scientific papers, including 24 monographs and manuals. The academician Viktor Sergeevich Savelyev died on December 25, 2013 and was buried in Moscow at the Troyekurovo Cemetery.

Academician Iakov Prinţ (1891-1966) – founder of the Moldovan entomological school

The article is dedicated to the outstanding scientist in the field of entomology and plant protection Ia. Prinţ, who made a significant contribution to the research of the biology and ecology of phylloxera and to the development of integrated vine protection systems. Professor Ia. Prinţ worked in various scientific institutions in the former Soviet Union (Azerbaijan, Georgia, Russian Federation, Moldova). Bioecological and systematic studies, as well as the registration and estimation of insects were carried out in the Laboratory of Invertebrate Zoology (1957-1966). In 1961, Ia. Prinţ was elected in the first group of full-time members of the Academy of Sciences of MSSR, being highly appreciated by the international and national scientific community. Significant contributions in entomofauna research were made by the Academician’s disciples B. Vereshcheagin, P. Kiskin, S. Plugaru, I. Plugaru.

The beginnings of the Notre Dame’s sister school in Trnovo

The religious Congregation of the School Sisters of Notre Dame was founded in the mid-nineteenth century in Bavaria in response to an urgent need for educating particularly girls. The new religious order addressed the needs and expectations of society by founding schools offering different courses and grades and boarding houses. The first institutions were established in the German-speaking world. In 1857, a school and a boarding house were founded in Gorizia. With the help of Jakob Missia, Bishop of Ljubljana, the sisters expanded their activities to Šmihel near Novo Mesto (1886) and Trnovo near Ilirska Bistrica (1888). They were also the first to provide education of deaf youth. The paper presents the beginning of the school and boarding house in Trnovo.

Pedagogy and mentoring in medicine: history and modernity

In Russia, the year 2023 has been declared the Year of Teachers and Mentors. Mentoring in medicine is an immanent component of professional culture, evolving in the history of medicine. The role of pedagogy and mentoring with regard to the ways to transfer medical knowledge, skills, and abilities from an experienced specialist to a beginner, and from a senior to a younger one is of paramount importance at all times. In the medical environment, a special attitude towards the teacher is demonstrated, which is recorded in many historical and medical sources. Many great doctors and researchers acted simultaneously as mentors and teachers of future doctors and as founders of medical scientific schools - from Hippocrates to N.I. Pirogov and until now. The contribution of regional medical scientific schools, the Orenburg Histological School, in particular, is relevant, given that the national healthcare and education system is built based on differential territorial systems with consistent demographic, social, and economic attributes.

Zühd Döneminde Teşekkül Eden Korku ve Sevgi Ekollerinin Kurucusu İki Sûfî ve Zühd Anlayışlarının Mukayesesi

Zühd Döneminde Teşekkül Eden Korku ve Sevgi Ekollerinin Kurucusu İki Sûfî ve Zühd Anlayışlarının Mukayesesi

Александр Еленкин — основоположник криптогамной ботаники в России

Alexander Alexandrovich Elenkin is considered as the founder of the Russian lichenological school and one of the founders of other areas of cryptogamic botany in Russia — algology, mycology, phytopathology, and bryology. Elenkin was born 150 years ago in Warsaw, but almost all his life since 1898 he worked at the Botanical Institute in St. Petersburg. Elenkin has created the Cryptogamic Herbarium, in the walls of which brilliant scientists, specialists in various fields of cryptogamic botany grew up under his leadership. The life of the talented and enthusiastic scientist, teacher and organizer, who devoted himself entirely to science, was not easy, especially at the end, and tragically ended in 1942 in Kazan.

Business Incubator Management toward Economic Independence at the Boarding School (Study at Pondok Pesantren Nurul Islam, Mojokerto)

Pondok Pesantren Nurul Islam Pungging Mojokerto (NURIS) equips its santri with structured formal education. Problems are experienced when this boarding school has been productive in the field of education but is still passive in terms of economic independence. The potential to make boarding schools economically independent is very high. One is the creative economy, which is increasingly showing its intelligence in Industry 5.0. To catch up with this, it is necessary to empower santri to be able to become a santripreneur who has soft skills. One way is to empower students in the business incubator industry. The purpose of implementing santri empowerment activities is so that Nurul Islam Pungging Mojokerto boarding school can meet its own needs and become an economically independent modern boarding school. In addition to improving the pesantren's economy, this business incubator program is also expected to be a provision for students when they graduate to be able to live independently. This research uses a qualitative method by collecting data from in-depth interviews with several students, teachers, and the head of the boarding school foundation. After collecting the data, a Forum Group Discussion (FGD) was conducted, and determined the mechanism of this business incubator activity. Training and mentoring activities were conducted for Nurul Islam Pungging Mojokerto boarding school students for approximately 3 months. The design layout of the business incubator is the output of this research. As a business incubator, it is still not optimal. It needs to be improved regarding Shared, namely not providing office facilities that can be used together, and Synergy, namely not creating cooperation with parties outside the boarding school.

Social and Emotional Learning pedagogy and practices for children living in poverty: teacher perspectives at two Akanksha foundation schools in India

ABSTRACT As social and emotional learning (SEL) initiatives gain traction in primary and secondary schools worldwide, research is needed to understand how schools can implement SEL in culturally responsive, strengths-based ways with children experiencing poverty. This study emerged from a university-non-profit partnership between the University of California, San Diego and the Akanksha Foundation in India. The purpose was to investigate school staff’s perceptions of holistic youth development and SEL pedagogy at two Akanksha school sites. Data collection involved 51 surveys and 10 interviews conducted with Akanksha school staff. Researchers applied an equity literacy theoretical framework to centre non-deficit approaches to working with children and families experiencing poverty. Findings reveal that staff prioritised a holistic pedagogical approach to SEL that focused on parent engagement and youth leadership as strategies to resist and prevent social inequities. We conclude with recommendations for other global school leaders implementing SEL, such as prioritising authentic staff development, implementing culturally affirming practices, and developing positive relationships within the larger community.

The Reconstructed History of the Foundation of the Chinese School of Animation: A Textual Criticism on the ‘Crow Incident’

The screening of colour cel animation Why Is the Crow Black at the 1956 Venice Film Festival was seen as a pivotal moment in Chinese animation history. It is recorded that Why Is the Crow Black was misidentified as a Soviet animation by international judges, which made this film an epic failure. Frustrated Chinese animators, led by Te Wei, reflected on the imitation of the Soviet styles and commenced the exploration of a Chinese style. This ultimately led to the foundation of the Chinese School of Animation, marked by the release of Te Wei’s film The Conceited General in 1956. However, many of the widely believed ‘facts’ in this narrative are false. There is no evidence of an actual award, nor of the mis-identification of Why Is the Crow Black. A series of false assumptions have converged to form an entirely mistaken narrative of causality that the Crow’s reception transformed the production of the General. This narrative has become ingrained in Chinese animation historiography, and the doubters remain marginal. This article argues that the ‘Crow Incident’ was a 1980s fabrication, arising from transcultural misunderstandings, translation errors, and perhaps even deliberately misleading assertions. The alleged Crow Incident has been used to explain and justify the urgency and necessity of exploring the Chinese minzu style in the 1950s, yet it devalues the subjectivity, initiative and self-awareness of Chinese animators.

Portraying Indonesian English language teachers’ readiness for teaching online classes

Amidst the proliferation of the COVID-19 virus in Indonesia, educators, students, and educational institutions are still adapting to the implementation of online instructional methods. This investigation delves into the preparedness of English as a Foreign Language (EFL) teachers in conducting online classes, as well as the obstacles they encounter while doing so. The purpose of this study is to serve as a foundation for schools to develop effective strategies for administering online classes, and to equip teachers with the necessary skills to facilitate learning in the online realm. This current research employed a mixed-method design in order to gather the essential information required to address the research questions at hand. The data was collected through the utilization of an online Likert-scale questionnaire and focus group interviews. The questionnaire was utilized to evaluate teachers' preparedness across three dimensions: Technological Pedagogical Content Knowledge (TPACK), teachers' presence, and institutional support. A total of 336 EFL teachers from various high schools in Indonesia voluntarily participated in the survey, while nine participants took part in the focus group interviews. The findings of this investigation indicate that, on average, EFL teachers possess a moderate to high level of perceived preparedness across the three aforementioned dimensions. This suggests that the majority of teachers are adequately equipped to engage in distance learning. However, the present findings also shed light on the concerns expressed by teachers during the online teaching and learning process. These challenges encompass the proficiency of teachers in utilizing TPACK, the workload imposed on teachers, the psychological well-being of students, and the support provided by educational institutions. Furthermore, this exploration provides a concise overview of the intricate nature of teachers' preparedness.

Implementation of ISAK 35 at the Daarul Fathonah Islamic Boarding School Foundation in Tegalgubug Lor District, Arjawinangun District, Cirebon

The financial aspect and recording financial reporting is an important aspect of an entity, whether for profit or non-profit. PSAK 45 has regulated the financial reporting rules of non-profit entities since 1997. Then, on April 11 2019, DSAK IAI issued PPSAK 13 which contained the revocation of PSAK 45 and the issuance of ISAK 35. On January 1 2020, the ISAK 35 guidelines came into effect. This research aims to determine financial management at the Daarul Fathonah Islamic Boarding School Foundation and determine its adaptation to ISAK 35. The findings of this research are that the financial management process at the Daarul Fathonah Islamic Boarding School Foundation is divided into five stages, namely planning, implementation, administration, reporting and accountability. The financial reporting of the Daarul Fathonah Islamic Boarding School Foundation is not fully in accordance with ISAK 35; Of the five ISAK 35 financial reports, only three financial reports have been adapted, namely the financial position report, comprehensive income statement and cash flow report, as well as two ISAK 35 financial reports that have not been adapted, namely the report on changes in net worth. and notes to financial reports, because these two financial reports are not required by law.

PELATIHAN PEMBUATAN GOOGLE EDU UNTUK PENILAIAN KURIKULUM MERDEKA DI SATUAN PAUD KABUPATEN TANAH DATAR

The Joint Community Service aimed to provide training for early childhood education (PAUD) teachers in utilizing Google for Education for assessing the "Kurikulum Merdeka" curriculum within Early Childhood Education Units. The Participatory Action Research (PAR) method was employed, involving 40 PAUD teachers from the Tanah Datar District. The outcomes of this training program can be summarized as follows: 1) A significant enhancement was observed in the teachers' comprehension and skills in leveraging the Google for Education platform for curriculum assessment within the framework of "Kurikulum Merdeka" in Early Childhood Education Units, and 2) the training program achieved an average rating of 3.92, indicating its effectiveness. The implications of this program are substantial, as it lays a strong foundation for schools to continue training PAUD teachers in utilizing educational technology, such as Google for Education, to support the "Kurikulum Merdeka." Furthermore, the utilization of the Participatory Action Research approach in this community engagement initiative can serve as a model for similar endeavors in other regions, promoting active involvement from all stakeholders in educational program planning and evaluation.

PKM Sosialisasi Capaian Pembelajaran Pada Kurikulum Merdeka Di Sekolah Yayasan Kemala Bhayangkari Makassar

The independent curriculum is a new policy first launched by the Minister of Education, Nadiem, which aims to hone children's interests and talents from an early age, by focusing on essential material, character development and student competencies. There are changes to the subject structure and the way the learning process is carried out in the Independent Curriculum. With these changes, the teaching staff at Kemala Bhayangkari Foundation schools still need guidance regarding the implementation of learning outcomes (CP) in the independent curriculum. To optimize curriculum implementation, the FT UNM Agricultural Technology Education PKM team carries out outreach and assistance to teaching staff. This activity aims to provide knowledge to teaching staff regarding the urgency and implications of the independent curriculum as well as the implementation of learning outcomes in the independent curriculum. Implementation of socialization is carried out using discussion and question and answer methods, where the socialization process carried out by teaching staff shows high interest and enthusiasm so that it has an impact on improving knowledge. This, supported by the questionnaire data that has been analyzed, shows that the category is very good (satisfactory) compared to the unsatisfactory category before the socialization was carried out.

Odesa - Paris - Lima: the complex route of the architect Malachowski

The article considers introduces the life and creative work of Ryszard (Ricardo) Malachowski - an architect who was born and grew up in Kherson region, and later became an outstanding Peruvian architect of the 20th century and gained fame on the American continent, practically defining the face of the most modern and richest city at that time South America - Lima. His work led to a significant transformation of the Peruvian capital, paving the way for the development of the modern metropolis for decades to come. The creative, scientific and life path of the architect was extremely interesting and fruitful, and his legacy includes several hundred projects, most of which have a very significant architectural and urban planning value and have been declared monuments of the cultural heritage of Peru. Malachowski is also no less famous as an artist, the founder of the Peruvian architectural school, the author of the treatise "Lessons of Elements and Theory of Architecture" and the founder of a great dynasty, which even today largely shapes the architectural landscape of the Peruvian capital. Despite his extremely great achievements, Ricardo Malachowski is still unknown in his homeland. In order to supplement the biographical data, the materials of the State Archives of Odesa region of Ukraine, which is the place of birth and primary education of the architect, and the family archive of the Malachowskies were analyzed, which made it possible to discover and systematize the data of the pre-emigration period of the architect's life and to correct inaccuracies assumed by previous biographers.

Teaching in Paediatrics for UK Foundation Doctors: A Cross-Sectional Study.

Background Most doctors will care for children regularly during their careersin settings such as the emergency department, general practice, surgery,or, for a minority, during paediatric specialist training. As such, exposure to topics related to child health ought to be part of the broad curriculum of learning offered to UK Foundation Programme doctors. Objective This study aimed to quantify teaching in paediatrics that is accessed by Foundation doctors. Methods A cross-sectional electronic survey of foundation year one or two (F1/F2) doctors at the end of the 2020-2021 academic year. Ethical approval was granted by the Imperial College London (ICL) Education Ethics Review Process (EERP 2021-082). Results Two-hundred and five Foundation doctors completed the survey, from 16 of the 18 Foundation schools. Respondents attended a median of two hours (interquartile range (IQR) 0-10) of paediatric teaching during the past 12 months, including a median of one hour (IQR 0-2) of core teachingand a median of one hour (IQR 0-9) of non-core teaching. Those who had worked in a paediatric post in the past 12 months, or who were interested in Paediatrics as a career, attended more median hours of teaching. Conclusions Although many doctors will care for children routinely during their later careers, the number of teaching hours in paediatrics experienced by Foundation doctors is low. The UK Foundation Programme should incorporate more teaching in paediatrics to increase exposure to child health amongst newly graduated and as-yet unspecialised doctors.

Academician Vladimir Mikhailovich Mysh (1873–1947) (on the 150th anniversary of his birth)

An outstanding surgeon, scientist, teacher and organizer of healthcare, academician of the USSR Academy of Medical Sciences (1945), Honored Scientist of the RSFSR (1934), founder of the largest surgical school in Siberia, Professor Vladimir Mikhailovich Mysh was born on January 4 (16), 1873 in St. Petersburg in the family of a lawyer. He received his secondary education in a classical gymnasium and entered the Imperial Military Medical Academy, which he graduated in 1895 with honors and was left for three years to improve at the Department of Surgery under the guidance of Professor N. A. Velyaminov. In 1898, V. M. Mysh defended his doctoral dissertation on the topic: «Herniae vaginales ingvinales in childhood» and was assigned to Kaluga, where he worked as the head of the Surgical Department in a Military hospital. In 1901, he was elected by competition to the position of professor of the Department of General Surgery with Desmurgy and the study of dislocations and fractures at the Medical Faculty of Tomsk University. In 1909, V. M. Mysh became the head of the Department of Faculty Surgery of Tomsk University, which he headed until 1931, and in 1922, he concurrently headed the Department of Urology created by him. He was the first in Russia and the third in the world to perform radical surgery for alveolar echinococcosis of the liver. In 1931, Vladimir Mikhailovich together with the staff of Tomsk State Medical University moved to Novosibirsk, where he continued to head the Department of Surgery, and in 1935, took an active part in the opening of Novosibirsk Medical Institute and the creation of the Department of Faculty Surgery in it. V. M. Mysh initiated the introduction of specialized urological care in Siberia and made a very great contribution to the development of neurosurgery. Academician V. M. Mysh created the largest surgical school in Siberia, from which famous professors came out: V. S. Levit, G. M. Mukhadze, M. S. Rabinovich, S. L. Schneider, B. I. Fuchs, K. N. Cherepnin, A. G. Savinykh, V. M. Galkin. Vladimir Mikhailovich was the author and co-author of 136 scientific papers, including 11 monographs and manuals on abdominal and thoracic surgery, oncology, urology, neurosurgery, diseases of bones and joints, general and plastic surgery. He was awarded two Orders of Lenin, the Order of the Red Banner of Labor, medals «For Valiant Labor in the Great Patriotic War of 1941–1945», «For Labor Valor». Academician V. M. Mysh died on December 31, 1947 and was buried at the Zaeltsovsky Cemetery in Novosibirsk. The surgical clinic of the State Institute for Advanced Training of Doctors and the Department of Faculty Surgery of NSMU were named after V. M. Mysh. He was listed in the gallery of Honorary Professors of the Novosibirsk State Medical Academy.

Manajemen Halaqah dan Dampaknya terhadap Pembelajaran Al-Qur’an

This study aims to determine the Halaqah Management and its Impact on Al-Qur'an Learningat MI PUI Barengkok, The selected sample amounted to 240 people MI PUI Barengkok in the Mafazah Islamic Boarding School Foundation. This study uses a survey method with an interview and observations analysis.
 The results of this study conclude that: The most relevant methods for learning the Koran for MI students are using the Iqro', Qiro'ati and Taqriran methods, habituation, example, practice, memorization and giving assignments, as well as playing, telling stories and singing.
 Keywords: Al Quran Learning, educational management, At Tanzil, Nubdzatul Bayan.

Founder of endovascular neurosurgery Fyodor Andreevich Serbinenko (1928–2002). For the 95<sup>th</sup> anniversary of birth

The author describes the life’s journey of Fyodor Andreevich Serbinenko, the founder of endovascular surgery, creator of a new chapter in the teaching on cerebral blood flow, and shares memories of friendship with this great scientist and beautiful person.F.A. Serbinenko had developed a brand‑new approach to treatment of cerebral vascular pathologies, namely, low‑trauma intravascular reconstructive interventions, as well as a complex of original endovascular operations for severe vascular pathologies, opened the first in the world department of endovascular surgery in Moscow, became the founder of the Russian school of endovascular surgeons.The principles and techniques of intravascular interventions developed by F.A. Serbinenko has been continuously developed and improved by his disciples and followers and are widely used in current clinical practice.

Life Dedicated to Science. On the Occasion of the 90th Anniversary of the Honored Scientist of the Russian Federation, Corresponding Member of the RAMS, Professor B.A. Nikityuk

The article describes the main stages of the life path and scientific creativity of Doctor of Medical Sciences, professor, corresponding member of the Russian Academy of Medical Sciences Boris Aleksandrovich Nikityuk (1933–1998), who made a significant contribution to the development of domestic human anatomy. Scientific interests of B.A. Nikityuk were diverse. He conducted research in the field of developmental and environmental anatomy, sports morphology, medical and biological anthropology. His studies in the field of developmental genetics are widely known. Boris Aleksandrovich was one of the most successful developers of the acceleration doctrine, formulated its laws, developed methods and approaches for determining biological age. He was the first to formulate the basic laws of growth and development. The contribution of B.A. Nikityuk is generally recognized in the development of constitutional science. He formulated ideas about the local constitution, the reactivity of structures in connection with the characteristics of growth and development. The result of the valiant work of Professor B.A. Nikityuk became the founder of a scientific school of anatomists. Boris Alexandrovich's students continue to develop his scientific ideas up to this day.