Fields and Principles of Democratic Governance of the School

The research question is to identify participant’s(school society’s) perception of the barriers in implementing democratic governance into Georgian schools. To examine this the research will focus on: 1.             Studying the principles of democratic governance in different schools. 2.             Studying the views of school society to understand their views/perspectives on the importance of introducing democratic governance 3.             Making recommendation for Georgian Schools how to face these barriers of implementing democratic governance in schools This study was a convenience sample of teachers, students, and parents from six secondary schools located in the Republic of Georgia.  The target segment of the Survey were six schools in Western Georgia (3 public and 1 private school in Batumi, 1 private school in Kutaisi, 1 public school in Kobuleti). 105 teachers, 123 students and 112 parents were surveyed. As this study has shown, the democratic process of school governance has much promise.  Because children learn in a social environment, when democratic governance becomes a part of the fabric of the school, it becomes a type of hidden curriculum.  Students then can learn more about democracy, because they see it in action and live it through their experiences.  By allowing parents to have more say in the educational process, this assures that minority populations are not marginalized or ignored, but they can have a say in the education process as well.  When a school director allows the BoT, and through it teachers, parents, and students to have meaningful input into policy decisions, this not only lightens his load, but also increases commitment on the part of all parties concerned.  When these groups all participate in the rule- and policy-making process, they will have a higher commitment to making sure that it is a success.  It is hoped that the knowledge gained through this study will be valuable in helping Georgian school members to see the areas where there are challenges, and use the recommended approaches in order to improve schools and move them towards democratic governance, which will benefit not only students in school, but society at large as well. Keywords: Democratic Governance, Relationships, Curriculum, School environment.

Distribution of ABO and Rh-Hr blood group antigens, alleles and haplotypes in the mountain region of Ajara (Georgia)

ABO and Rh-Hr blood group antigens represent a genetically stably determined trait with many-sided biological and clinical significance. The indigenous Ajarian population (105 subjects) was investigated for ABO Rh-Hr red cell blood group antigens. Using immunoserologic methods, seven blood group antigens (A, B, C, c, D, E and e) were studied. The obtained results were statistically processed. 44 ± 4.9% of the said region’s population are carriers of the blood group 0(I), 37 ± 4.82% are carriers of the phenotypic group A(II). The concentration of the B(III) blood-group carriers (17 ± 3.7%) is rather high and the AB(IV) blood group is observable in 2 ± 1.4%. In studying individual antigens of the Rh system in the Khulo population, the maximum frequency distribution of the e antigen was found (100 ± 3.12%), and followed in frequency by the c antigen (89 ± 3.12%). The frequency of the D antigen was 82 ± 3.8%, that of the c antigen was 61 ± 4.8%, and that of the E antigen was 23 ± 4.2%. Six Rh-phenotypic groups of various frequencies were fixed. The CcDee phenotype is the most characteristic of the said region’s population. Its distribution frequency is 38 ± 4.8%.Key words: Blood group antigens, Rh system, ABO system, blood, immunoserology

University educational district as an innovative corporation and education management entity

© 2016, Econjournals. All rights reserved.Relevance of the paper is caused by the regionalization of education and the development of organizational and managerial innovations in the education system. The aim of the article is to reveal features of the University educational district as an innovative Corporation and the entity of education management. The leading method is the method of action research, allowing to obtain new knowledge about University educational district, as innovative Corporation and the entity of education management and to develop a mechanism for the formation of regional educational environment. The article reveals the essence of the University educational district as an open and accountable social institution for society; determines the content of the regional educational environment, providing an efficient interaction of all the entities of educational policy in the region; represents a mechanism of formation of the regional educational environment aimed at sustainable development of the region. Article submissions may be useful for research and teaching staff of vocational educational system, specialists of education authorities and regional authorities

The First Triple-Decker Complex with a Carbenium Center, [CpCo(μ-C3B2Me5)RuC5Me4CH2]+: Synthesis, Reactivity, X-Ray Structure, and Bonding

The first derivative of the methylium cation with the triple-decker substituent, [CpCo(C3B2Me5)RuC5Me4CH2]PF6 ( 2 PF6), was synthesized from the reaction of the triple-decker complex CpCo(C3B2Me5)RuCp* ( 1 ) with the salt of the trityl cation [CPh3]+. The X-ray crystal structure of 2 PF6 reveals that the methylium carbon is bound to the ruthenium with Ru−C bond length of 2.259 Å and corresponds to the description of its structure as η6-fulvene-ruthenium. Reactions of 2 PF6 with nucleophiles OH−, Ph3P, Et3N led to the corresponding derivatives of 1 in high yields. Aromatic amines PhNEt2 and 4-MeC6H4NH2 react with 2 PF6 to give the electrophilic aromatic substitution products quantitatively. Chemical reduction of 2 PF6 with Zn powder in tetrahydrofuran leads to the formation of the bis(triple-decker) derivative (CpCo(C3B2Me5)RuC5Me4CH2)2 ( 10 ) with a CH2CH2-bridge. The structures of complexes 4 , 7 – 10 were determined by X-ray diffraction. Density functional calculations support the crystallographically determined geometry of 2 and allow rationalization of some characteristics of its structure, spectroscopy, and reactivity

The Study of Some Possible Risk Factors for Arterial Thrombosis in the Example of Georgian Patients

Cardiovascular diseases (CVD) are the most common cause of death worldwide. As arterial as venous thrombosis are major cause’s morbidity and mortality. There is an exponential increase in the risk of arterial and venous thrombotic events with age, gender, smoking habits, diet type etc. The association of arterial and venous thrombosis and ABO histo-blood group is well established. Our research aim was to find a possible relationship between age, gender, smoking habit, ABO, Rh, Kell, MN blood group and arterial thrombosis in the example of the Georgian population. The study material comprised the blood samples of 100 patients with arterial thrombosis. Also, control (donor) groups were studied. The Control group included individuals without cardiovascular disease during the 2019–2020 periods. They were asymptomatic, healthy persons. The immunoserological express method with universal monoclonal antibodies ware used. 77% of the studied patients were males. The majority of patients were over the 60 years old. 35% of our studied patients are non-smoker, 39% are ex-smoker, and 26% are active smokers. A similar distribution has the ABO and Rh phenotypes in patients and donors. M+ N+ (MN) the phenotype is relatively high in the patient group to comparing to donors. Kell antigen prevalence was relatively high in studied patients. Our study has shown maleness as a higher risk factor for arterial thrombosis. The smokers have a more predicted chance for arterial thrombosis. K+ phenotype and M+ N+ characteristics are a high prevalence in patients. There is no correlation between ABO and Rh blood groups with arterial thrombosis

Equity, Justice, and Human Rights in Distance Education

The prospect of equity, justice, and democratic governance in distance education is an important issue. Originally, we hailed the promise of distance education to be the ubiquitous presence of educational opportunity in a globalized online world. However, it turns out that at least some of the challenges of distance education may be precisely the same as the historical impediments to traditional classroom education. This paper proposes applying the same ethical concepts of justice and human rights to distance education as in traditional classroom education. The argument revolves around the concepts of linguistic and cultural competence, as well as cultural accessibility. Until and unless these dynamics are recognized and dealt with institutionally and organizationally equity, justice, and human rights in distance education will not exist. The promise of open and democratic distance education will be a broken promise with no institutional commitments assuring equity, justice, and human rights as long as everyone does not have the same access to successful experiences in distance education. From this theoretical perspective, the dynamics of distance education in a global society have only been masquerading as the social engineering of elitism for the global society of tomorrow. Moreover, these issues are particularly meaningful at this time as organizations such as UNESCO and UNDP are working towards establishing agendas for global democratic governance throughout schools the world over. Now is the time to initiate research programs that will monitor the development of these agendas for equity and democratic governance as they are inculcated throughout schools in every country around the world. Anticipatory and preventive research initiatives that are implemented now could help gauge the progress of democratic governance in distance education as well as classroom education. Keywords: Distance Education, Equity, Justic