School Inspection Research Articles

Topisches Erzählen bei Adalbert Stifter: Untersuchungen zur Gestaltung von Bildungsgängen in ausgewählten Werkkomplexen by Hendrik Achenbach

Reviewed by: Topisches Erzählen bei Adalbert Stifter: Untersuchungen zur Gestaltung von Bildungsgängen in ausgewählten Werkkomplexen by Hendrik Achenbach Jan Hohenstein Hendrik Achenbach, Topisches Erzählen bei Adalbert Stifter: Untersuchungen zur Gestaltung von Bildungsgängen in ausgewählten Werkkomplexen. Berlin and Boston: De Gruyter, 2021. 467 pp. Bildung, or education, assumes a critical role in the writings and biography of Adalbert Stifter. Many of his stories depict the development of children, adolescents, and young adults. Moreover, Stifter became directly involved in the educational institutions of the Habsburg Empire when he served as a school inspector for the district of Upper Austria. Ever since the reading public rediscovered his works at the turn of the twentieth century, critics have attempted to characterize the educational practices and processes in them. In Topisches Erzählen bei Adalbert Stifter: Untersuchungen zur Gestaltung von Bildungsgängen in ausgewählten Werkkomplexen, critic Hendrik Achenbach applies the concept of "topisches Erzählen," or "topical narration," to elucidate the problem of Bildung in Stifter's works. His study provides a concise history of the concept of the topos and its place within modern literary criticism. Readers with an interest in that history and those wanting to learn more about Bildung in selected works of Stifter will find what they are looking for in this book. The study offers a concise survey of the history of the term topos—from its origins in classical rhetoric and decline beginning in the eighteenth century—and a profile of the Topikforschung as a current within modern literary criticism, influenced by the works of the prominent Romanist Ernst Robert Curtius. Achenbach defines the topos as a "zeichenhaftes, im Gedächtnis gespeichertes Vorstellungsmuster" (19) for his analysis. The study presents the model of the topos and "topisches Denken," or thinking along the lines of the topos, as [End Page 63] a founding principle of literature and approaches the characters in Stifter's stories as "Konstrukte, an die sich kulturell determinierte Vorstellungsmuster anlagern" (3), with the aim to isolate these culturally determined cognitive patterns on the level of character development. Achenbach posits that topoi can only develop their full potential for literary analysis if critics address them by finding a "Deskriptor," a phrase that encapsulates the "Deskription," that is, the content of a pattern. In addition, the author utilizes charts to synthesize his findings from the close readings of individual texts. Achenbach limits the scope of his analysis to three different "Werkkomplexe": the stories "Die Narrenburg," "Turmalin," "Kazensilber," and "Der Waldbrunnen"; then, Die Mappe meines Urgroßvaters, with a focus on the second and fourth editions of the novella; and, lastly, the novel Der Nachsommer. This selection—which excludes most of Stifter's pre-1848 works—reflects Achenbach's assumption that different topoi can and do occur in more than one of Stifter's works and that Stifter's engagement with them often continued after their publication. For the benefit of his readers, Achenbach prefaces his own analysis in each of these sections with an account of the scholarship on each "Werkkomplex" and then follows up with a summary of individual findings before moving on to the next. In his textual analyses, Achenbach reconstructs how topoi related to Bildung manifest themselves, such as, for example, the topos of the "Mittelpunkt der kultivierten Natur" in the character of the "wilde Mädchen" in the first group of texts or the topos of the "Macht der Leidenschaften" in the Freiherr von Risach in Der Nachsommer. This methodology allows Achenbach to combine and systematize the findings of other scholars, leaving the reader with a detailed account of how the problem of Bildung recurs in different topoi across various texts. A strength of Achenbach's study, as the author himself highlights, is that the model of the topos as a comprehensive category accounts for central aspects of Stifter's prose such as artificiality, repetition, and (infamously) the lack of plot. Also, Achenbach's knowledge and adroit handling of the scholarship on Stifter makes his isolating and naming of individual topoi overall cogent. That the author chose to include graphic representations of these topoi is a welcome addition. There are still a few things to consider: The author...

The Practice of Learning Community on Teachers’ Development: A Case of Indonesia

This article aims to evaluate the programs organised by a professional learning community in Indonesia, MGMP (Subject Teacher Conference), as a forum for teachers' professional development with two principles: communal deliberation and subject teachers. Forty teachers were randomly selected and surveyed (N = 40), and three school inspectors were interviewed (N = 3). This recent study employed a mixed-method design. Furthermore, a content analysis was carried out to study the standards of MGMP development. Findings revealed that the programs have been consistent with the underlying principles of MGMP and are effective for Social Science teachers' development. Although more attention should be given to teachers' real performance in classes, the researchers believe regular meetings have provided teachers with opportunities to exchange ideas, discover solutions, and create a pool of current information and valuable experiences. The communal deliberation is contextual to the practice of PLC in Indonesia. It never changes the goal objective to improve teachers' professional development to improve student's quality of learning. It strengthens the spirit of collegiality in teachers' cooperation and collaboration.

Questionable questioning, and imposter syndrome: A provocation and two reminiscences

In a previous article in FORUM, Ofsted's criteria for 'outstanding grades' were described as 'outstanding nonsense'. In the first part of this short two-part article, a similarly sceptical view is taken in regard to one important practice in the current Ofsted framework – interviewing children to see how much they remember of the curriculum they have been taught. Such questioning is argued to be 'questionable'. Then, in a pair of reminiscences which comprise the second part, the author, himself a former school inspector who worked for HM Inspectorate and Ofsted for 13 years, considers 'imposter syndrome': that gap between self and role which a teacher or inspector may suddenly become aware of, perhaps acutely.

Revisions of evidence-based governance: The case of the Austrian quality management system SQA

Throughout the last 30 years, many European countries have ‘modernized’ their governance of education. For the Central European school systems of Austria and the German Bundesländer it has been claimed that this ‘modernization’ was characterised by a sequence of reform ‘waves’ which culminated in introducing ‘evidence-based governance’ models characterised by nation-wide comparative performance testing, new school inspections, etc. This paper argues that we recently see the emergence of revisions of the original ‘evidence-based governance’ models which may be understood as a new ‘wave of modernization’ of school governance. These models aim to react to increasing criticism of the evidence-based philosophy, in particular to its ambivalent attitude to teacher professionalism. The paper at hand analyses the specific aspirations and features of ‘revised evidence-based governance instruments’ to discuss their potential as a policy future. In a second step, we take the Austrian quality management system SQA as an example for these new governance models. In an explorative study, we use case data to understand how teachers and school leaders evaluate this reform and its impact on their work. In particular, we are interested whether or not educational professionals feel that this reform conveys appreciation of and trust in their professional capacities.

Reasons for low engagement time and its impact on the implementation of the Competence-Based Curriculum (CBC) in Secondary Schools in Makoni District Zimbabwe

The study investigated reasons for low engagement time and its impact on the implementation of the Competence-Based Curriculum (CBC) in secondary schools in Makoni District of Manicaland Province. The investigation employed mixed methods research design. The target population comprised all school heads and teachers in secondary schools in the District. A convenience sampling strategy was used to select schools to participate in the study. The researchers got a list of names of secondary school heads from the District Schools Inspector. A purposive sampling technique was used to select 9 school heads who had the relevant knowledge, experience and were involved as supervisors in CBC implementation, to participate in the study. A total of 32 teachers were randomly selected, bringing the total number of respondents to 41, made up of 9 school heads and 32 teachers. A structured questionnaire with closed-ended and open-ended questions, a face-to-face interview and documentary analysis were the data-gathering instruments. Study findings revealed that the reasons for low engagement time, that had moderate to very large impact on the implementation of Competence-Based Curriculum in Secondary Schools in Makoni District, were: low remuneration of teachers; learner absenteeism; COVID 19-induced lockdowns; late attendance of lessons by learners; and shortage of teaching and learning materials. The study recommends that teachers plan and conduct interactive, interesting learner-centred lessons that motivate students to attend lessons and want to report for lessons early. Government and School Responsible Authorities are urged to staff develop and conscientise teachers on the importance of the teaching profession and its role in human capital development; and to improve teachers' conditions of service.

Assessment of the Impact of School Inspections to Students’ Academic Performance in Primary Schools: The Case of Mvomero District

The purpose of this study was to assess the impact of school inspection on students’ academic performance in primary schools in Mvomero District. The study used mixed research approach. The sample size of this study was 179 respondents that include 122 ordinary teachers, 1district educational officer, 10 district inspectors, 13 assistant district primary school educational officers, 8 ward educational officers and 25 head teachers. Questionnaires were used to collect information from ordinary teachers, interview was used to collect information from the primary school head teachers, ward education officers, district primary school education officers and the district school inspection officers. Observation was used by the researcher in the field to collect information by observing. Quantitative data were analyzed by using descriptive statistics while qualitative data were analyzed through content analysis. The study found that inspecting of teaching and learning documents, students’ notes and marked exercises, students’ academic records, and providing feedback after inspection for improvements are used in assessing the process of school inspection in primary schools. The results further show that impacts of primary school inspection include improvement of academic performance of students, increase teachers’ accountability to their work of teaching, improve teacher-student academic relations, solve problems of teacher-students relation, and enhance proper use of teaching and learning resources.

School Inspectors’ Decision-making: Evidence from a Comparative Perspective

ABSTRACT In an era of test-based accountability, school inspections can offer a more nuanced understanding of why schools fail. Yet, we have limited knowledge of how inspectors arrive at their decisions on school quality. Analyzing inspectors’ decision-making can reveal the underlying views regarding school accountability and open opportunities for school improvement. We use a comparative case study of contrasting inspection systems in the United States, the Netherlands, and Argentina. Based on in-depth interviews with inspectors, our findings reveal that inspectors’ sensemaking and decisions are strongly influenced by local culture, professional traditions, and views on school accountability. These contrasting processes illustrate trade-offs between rigid and flexible approaches to school inspection that have consequences for school improvement.

Explaining variations in enforcement strategy: A comparison of the Swedish health care, eldercare, and compulsory school sector

AbstractThis article analyzes whether, and if so, why, national inspectorates adopt different enforcement strategies when controlling the provision of welfare services, such as health care, eldercare, and the compulsory school. The findings show that the Swedish Schools Inspectorate uses a predominantly strict strategy, while the Health and Social Care Inspectorate relies on a more situational strategy. To explain this variation in enforcement strategy, the article tests four hypotheses derived from the literature on regulatory enforcement. The findings suggest that the variation between the agencies is not primarily the result of differences in resources or the authority to issue punitive decisions, as suggested by previous research. Instead, we find support for the hypothesis that the definition of quality can explain variation in adopted strategies, and partial support for the hypothesis that differences in regulatory mission can account for a variation in the agencies' formal enforcement strategies.

Effect of Supervisory Roles of School Inspectors on Classroom Teaching in Educational District V of Lagos State Public Secondary School

Effect of Supervisory Roles of School Inspectors on Classroom Teaching in Educational District V of Lagos State Public Secondary School

Implications of the Principals' Leadership Behavior on Teachers' Morale in High Schools in Ethiopia

Purpose: This study sought to investigate how principal leadership behavior affected teachers' motivation in Ethiopia. 
 Methodology: The study used a descriptive survey design with 2,696 teachers and all 249 principals from the 249 public secondary schools in Addis Ababa as its target population. 25 schools, including boys' boarding, girls' boarding, mixed day, mixed day and boarding, and mixed boarding schools, were chosen using stratified sampling. To take part in the study, all 25 of the principals from the sampled schools were specifically chosen. 270 instructors were chosen at random to participate in the survey, for a total of 295 respondents. The study employed questionnaires as the main tool for data collection. Before data collection, a pilot study was conducted in two schools from Addis Ababa to pre- test the instruments. 
 Results: The survey found that the majority of Addis Ababa's teachers used democratic and laissez-faire methods. However, a sizeable percentage of the instructors said that the principals exhibited autocratic leadership, which is disheartening. This is because principals stifled teachers' opinions and they felt excluded from participation in decision-making at the school. Additionally, the survey discovered that democratic leadership was most frequently favored by teachers, followed by laissez-faire and authoritarian leadership. 
 Conclusion: The study comes to the conclusion on that hat the principal’s activities show how his or her leadership style. Therefore, strong administrative leadership would result in a fan a favorable work atmosphere,, enhanced instructional goals and successful school initiatives
 Recommendation: According to the study, in order to lead effectively, a school's principal must use a variety of leadership techniques depending on the environment and circumstances present. The Ministry of Education is advised to schedule routine school inspections in order to track principals' use of leadership techniques that may increase high levels of teacher motivation.

Второе Владикавказское городское училище (Часть 1)

The second Vladikavkaz City School was opened as an additional one to the Nikolaev City School. For a long time, both schools were in close relationship. The main stages of the study can be divided into three points: 1. The question of the organization of the school – that is, to what extent there was a need to open one. 2. The moment of the very opening and further functioning – the initial program, changes in the program in different years, expansion of staff and subjects of teaching. 3. Reformation or in other words, the transformation of the school, which contributed to the improvement of its status as an educational institution. The article reflects the main activities of this educational institution, its program, difficulties and, on the contrary, its successes and achievements as a city educational institution in different years. Most of the publication is devoted specifically to the process of opening a school, since this issue was solved in rather difficult material conditions of the city council, the directorate of public schools, the inspection of the same schools – which are dependent on each other. In a number of places of work, verbatim correspondence of government representatives is provided, so that researchers and readers can have the most objective idea about the opening of the school and its history as a whole. In the course of the research, the regulations, rules and resolutions of the Ministry of Public Education, the Directorate of Public Schools and the Ministry of Internal Affairs were used as sources, since in the pre-revolutionary period it controlled not only the legal aspects of society but also the social sphere. The second city school gave the city of Vladikavkaz and the region as a whole several generations of literate people and in the future – specialists in various industries, since many of its graduates were able to continue their education in secondary and higher educational institutions.

Effect of Teachers’ Welfare on Job Effectiveness among Secondary Schools in Mbarara City, Uganda

This study sought to establish the effect of teachers’ welfare on teachers’ job effectiveness among the secondary schools in Mbarara City in Uganda using a descriptive cross sectional survey design. The study was conducted in Mbarara City which had 25 secondary schools. The 25 schools had 750 teachers and 25 Head teachers. According to Galvan (2013), a sample of 50% is desirous. Therefore, 50% of 25 schools brought 12 schools which were sampled. The twelve schools had 360 teachers from whom systematic random sampling was used to select 260 teachers. Out of the 260 teachers selected, 256 responded and out of 12 head teachers selected, 10 responded. Furthermore, one Education Office and one City Inspector of schools were included in the sample. Descriptive statistics and Pearson correlations were used in analyzing the data. The study established a moderate quality of welfare of secondary school teachers in terms of housing, performance allowances, medical care services, school environment, meals, transport allowances, training and development opportunities, classroom environment and government policy on teachers. The level of teachers’ job effectiveness was also perceived to be moderate. Furthermore, the study established a moderate positive relationship between teachers’ welfare and job effectiveness. It is recommended that teachers’ salaries and allowances be regularly provided in time. Meals, housing and other facilities should be given to teachers to encourage them to work hard.

Teachers’ Perceptions on Quality Assurance Officers’ Classroom Observation in Improving Students’ Performance in Certificate of Secondary Educational Examination in Mwanga District

The research study focused on teachers’ perceptions on the classroom observation of Quality Assurance Officers in improving performance of Certificate of Secondary Educational Examination (CSEE) in Mwanga district. The study was anchored by expectancy theory by Lewin and Tolman in 1932. The study employed quantitative approach whereby cross-sectional survey design. the target population was 24 heads of schools, 412 teachers from 24 public secondary school in Mwanga district and 7 Quality Assurance Officers. Sample random and stratified sampling technics were used to get 5 Quality Assurance Officers, 8 heads of schools and 82 secondary school teachers to make a sample size of 95 participants. Validation of instruments was done by two research experts from MWECAU. Questionnaires were used to collect data from teachers and interview schedule to heads of schools and Quality Assurance Officers. The data were analyzed quantitatively using descriptive statistics. Before actual data analysis, a pilot study was conducted to establish the reliability of data through Cronbach Alpha (r=0.71 for teachers’ questionnaire data). The finding revealed that 3.083 mean percentage of teachers indicated that Quality Assurance Officers conduct their classroom observation role in assessing content delivery, teaching and learning methods, availability of teaching and learning documents, preparation of teaching documents for improving students’ performance in CSEE. However, it was indicated that various factors influenced teachers’ perceptions with most noticeable one of being past experiences of teachers to Quality Assurance Officers. The study concluded that 3.083 mean score of teachers in Mwanga district have positive perceptions on classroom observation by Assurance Officers. However, it was also concluded that some teachers still take Quality Assurance Officers as fault finding people due to factors like past experiences with school inspectors. The study recommended that conducting frequent school visit, using friendly, respectful communications with teachers will improved the perceptions of teachers. But also, Quality Assurance Officers should have a regular follow up mechanisms in order to ensure that their feedback report is implemented as expected.

Fear at Work

This article aims at investigating how fear shapes everyday interactions between teachers and their ‘chiefs’ (primary school inspectors and pedagogical advisers) in Benin. Drawing on a fifteen-month ethnography in two school districts of the country, the article largely focuses on class visits and inspections, considered as critical events for the study of ‘fear at work’. These moments constitute contexts for immediate encounters between hierarchical authority and teachers and have been the subject of multiple transformations and normative recodifications partly led by international actors, particularly requiring important emotional work from the chiefs. Through a look back at the history of relations between teachers and their chiefs since independence, I suggest that fear works as an operating tool, enabling us to investigate notions of legitimacy and authority through which the state is spoken and performed.

Assessment of School Quality Assurance Lesson Observation Tool in Enhancing Active Pedagogical Paradigm in Tanzania Secondary Schools

The aim of this study is to assess a lesson observation tool which is used to evaluate teaching and learning process in secondary schools so as to enhance active pedagogical paradigm. The tool was established in 2017 to replace the school inspection observation tool that has been in practice for several years. The study was guided by three objectives which include: (i) to determine the merits of the tool; (ii) to examine challenges that are faced by school quality assurance officers when implementing the tool; (iii) to get suggestions from the users on improving the tool. Qualitative approach was used as a method of data collection and data analysis. The total sampled respondents were 21, 10 from Eastern zone and 11 from Dar Es Salaam zone. The whole population was 51 and all were school quality assurance officers from the named zones who are also teachers in profession. Data was collected through semi structured interview and each respondent was interviewed individually by the researcher in the offices of the respective zones located in Dar Es Salaam and Morogoro. The researcher made analysis of data and some respondents were directly quoted. The findings of the study revealed that the tool is important to school quality assurance officers as it leads, guides and acts as a roadmap for evaluation. It gives uniformity in the process, report writing and enables them to provide useful feedback to teachers. The three main identified challenges regarding the tool include, the mismatch between some sections in the lesson observation tool and judging criteria; time limit to make lesson observation; lack of teachers’ awareness about the tool, which is used to evaluate teaching and learning process. The study concludes that the lesson observation tool plays a vital role in evaluating and promotes quality teaching and learning, hence provision of quality education in the country. The study recommends that the Ministry of Education, Science and Technology and the policy makers to review the lesson observation tool so as to overcome the challenges that are affecting it for the purpose of improving teaching and learning process.

‘Addressing’ language deficit: valuing children's variational repertories

AbstractThere is growing evidence that student contributions via classroom talk (oracy) are subject to social judgements premised on cultural evaluation of accent and dialect, with particular varieties often viewed in deficit terms and pathologised, both within and beyond the classroom. We reflect on a university–community project involving researchers working to support Greythorpe Junior School (‘pseudonymised’) to address the linguistic deficit position that a school inspection report had taken in relation to the use of local varieties of English in Greythorpe. The researchers used socio‐linguistic frames (repertoire, accommodation and discourse attuning) to develop productive strategies for students and the school to take ownership of how to negotiate perspectives that diminish non‐standard accents and dialects. We provide illustrations of the workshop conversations with children and teachers to highlight the sophisticated, lived, metalinguistic understandings of children and teachers in the school, through which this perception of language deficit was ultimately renegotiated. In illustrating this case, we draw into focus the ways in which academic, institutional, socio‐linguistic knowledge is (by its descriptive nature) divorced from context and so is only of use if it can be owned by those who are facing linguistic inequalities.

SCHOOL INSPECTION EFFICACY AND MANAGERIAL EFFECTIVENESS IN PUBLIC PRIMARY SCHOOLS IN NAKASONGOLA DISTRICT - THE CASE OF NAKASONGOLA TOWN COUNCIL AND WABINYONYI SUB-COUNTY, UGANDA

The study focused on school inspection and managerial effectiveness in government-aided primary schools in Wabinyonyi sub-county and Nakasongola Town Council in Nakasongola district, Uganda. Two study objectives guided the study thus; (i) To assess the efficacy of school inspection in Wabinyonyi sub-county and Nakasongola Town Council (ii) To examine the influence of school inspection on school effectiveness in Wabinyonyi sub-county and Nakasongola Town Council. A descriptive study design using a mixed-methods approach was employed. The study population comprised of headteachers and teachers from the 19 government-aided primary schools in Wabinyonyi sub-county and Nakasongola Town Council plus the inspectors of schools at the district headquarters. The study sample included 19 headteachers, 154 teachers and 2 school inspectors. The school inspectors and headteachers were selected purposively while the teachers were selected using a simple random technique. To collect quantitative data, closed-ended questionnaires were administered to teachers. Focus Group Discussions (FGDs) and interview guides were employed to collect data from headteachers and school inspectors respectively. Quantitative data were presented using descriptive statistics while content and thematic analysis techniques were used to analyse qualitative data. Results revealed that inspection efficacy was rated to be good in some quality indicators as evidenced by the ability of the inspectors to assess the appropriateness of teaching/learning, the effective assessment of teacher preparedness and planning, and the effective assessment of reports on the quality of school facilities. The inadequacies in school inspection included inspectors’ lack of in-depth knowledge of specific subjects and the inability by the inspectors to mentor headteachers in leadership. The study also revealed that school inspection had a significant influence on school effectiveness and this was manifested in the improvement in the teaching and learning process, improvement in the level of teacher preparedness/planning and improvement in the utilization of school resources.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0565/a.php" alt="Hit counter" /></p>

Rys historyczny z krótkiej działalności powszechnej szkoły karaimskiej w Trokach (1918–1923)

The aim of the scientific article on the general Karaite school in Trakai in 1918–1923 is to discuss five years of the only Karaite school that operated in the first years after Poland regained independence. Karaims are currently the smallest ethnic minority in Poland, which has retained its cultural identity, partly due to the importance of knowledge and science as superior religious values. The word karaim itself means the reader, which is why the schools in which the skills of reading the scriptures were so important. The first official information about the Karaite school in Trakai comes from 1576. The activities of the school were interrupted by the outbreak of the First World War and the hostilities forced the Karaims to leave Trakai. The history of the Karaite school in Trakai appears again in archival documents from the interwar period. The article was prepared on the basis of archival documents kept in the Lithuanian Central State Archives, in the Wroblewski Library of the Lithuanian Academy of Sciences in Vilnius in the document collection of the Archives of the Karaim Clerical Administration in Trakai and in the Lithuanian Central State Archive in Vilnius in the fond of the Vilnius School District Board in the files of the school inspectorate of the Trakai district. This text discusses the activity of the Karaim general school in Trakai (1918–1923), taking into account school conditions, organizational and structural changes, the curriculum, methods and forms, and the composition of teachers and students, and shows the importance of the Karaite school for Karaims and the Trakai community. The short years of operation of the Karaite school in Trakai testify to its phenomenon, because it was the only school of a religious minority in the period in question, which constituted the basis for the development and preservation of their cultural identity for the Karaims.

Caesar Alphonse RU - Professor, founder of reconstructive surgery of the gastrointestinal tract. To the 165th of birthday

Cesar Alfonce Roux was born on March 23, 1857 in the Swiss Republic, in the town of Mont-La-Ville, canton of Vaud. He did not belong to the medical elite of that time, as he grew up in a poor family, having been accustomed to work since childhood and endowed with a sense of responsibility. His father worked as a school inspector, and Caesar himself was the oldest among his eleven brothers and sisters. After graduating from a local school and college, on the instructions of a family friend a rural doctor - he decides to enter the medical faculty. Due to the fact that Caesar Roux's family was from among the French Huguenots, which excluded the possibility of studying at the universities of Lausanne or Geneva, he chose the faculty in Bern. In it, Caesar, in addition to studying, also combined work as a laboratory assistant at the departments of anatomy, physiology and, finally, pathological anatomy. Being an extraordinary person and a great workaholic, by the end of his studies he was noticed by one of the "masters" of surgery at that time Theodor Kocher, who offered him an internship at the clinic "Hpital de l'Isle". At this time, Caesar also managed to visit Vienna and get acquainted with the works of advanced surgeons of his time. In 1884, he began working as a doctor in the city of Lausanne. Due to his professional qualities, great humanism and mercy, Caesar is gaining popularity relatively quickly and already in 1887 he headed the surgical department. After 3 years, the Faculty of Medicine opens in Lausanne, where Caesar Roux receives a professorship. Over time, he brought his department to an unattainable level and Lausanne became one of the centers of European surgery.It is necessary to note the huge range of surgical areas in which there are author's innovations of Caesar Ru, but he considered abdominal surgery and surgical gastroenterology to be his most favorite sections of medicine. It was the achievements in the latter field that immortalized his name. The technique of turning off the loop of the small intestine has firmly taken its place in surgery and is widely used in our time. The famous Y-shaped anastomosis performed during gastric resection according to Billrot-II in the Ru modification is still showing good long-term results. Among the achievements of the great surgeon are operations for prethoracic plastic surgery of the esophagus with a small intestine. In 1883, Caesar Roux first applied the method of surgical treatment of acute appendicitis appendectomy, and already in 1888 the operation became officially recognized. He proposed a huge number of author's surgical interventions not only in abdominal, but also in thoracic surgery, urology, and even in operative endocrinology, because Caesar Ru continued the work of Emil Theodor Kocher, developing surgical treatment of goiter. Under the leadership of Caesar Ru, 126 scientific studies were defended (almost all of them doctoral dissertations) and a large number of students were trained, who later became famous surgeons. Among them is Peter Alexandrovich Herzen, the founder of oncology in Russia, one of the world's first female surgeons in the world, Vera Ignatievna Giedroyts, who defended her doctoral dissertation, proving the high efficiency of the method of inguinal hernia repair using the Ru method.Caesar Roux worked as a professor in Lausanne until 1926, when he had to retire due to deteriorating health, but even after that he still continued to operate, work in the clinic. On December 21, 1934, during a patient's consultation, the surgeon's heart, weakened by long-standing angina, could not stand it.Caesar Ru has left us a magnificent legacy among the author's operations, talented students, and in the memory of his contemporaries he is imprinted as a great professional in his field, a man with a big soul, mercy and simplicity.

Difficulties and challenges for admission to the position of schools inspector in Spain and early career development

This article presents research that analyzed the most significant needs, difficulties and problems for admission into Spain’s school inspectorates, the expectations of new inspectors and the challenges they face in their assessment of different school settings in the Spanish educational system. Firstly, the research addressed the central questions of school inspection and supervision in the European Union, then a methodology was applied based on virtual ethnography and the reticular-categorical approach to network analysis, with matrix representations and social graphs devised using UCINET and yED Graph Editor visor. This methodological approach was used to analyze the opinions of 140 students between 2017 and 2019 enrolled on the only Masters course in Spain dedicated to schools inspection and supervision, delivered by UNED (Spain’s National Distance Education University). Their open responses to a questionnaire, and course forum interaction, were analyzed from the Social Network Analysis perspective. The results show that the main difficulties, challenges and needs coalesced around four central nodes: the politicization of tribunals and the entrance exam format, the lack of training courses for potential inspectors, the absence of a national study pathway for potential inspectors as an entry requirement, and the need for training in supervision techniques to perform their functions as inspectors.