The topic of Ethics, law and culture in a digital environment is new to Informatics, a subject supplemented in the 2018 Vietnamese general education curriculum. In primary schools, new textbooks for 3rd graders, including that of Informatics shall be introduced in the school year 2022 – 2023. It is essential to equip teachers and parents with basic knowledge to better understand this topic, thereby educating their primary-age children about cultural and ethical behaviors in a digital environment. In this paper, the author focuses on providing basic knowledge of personal information for the study and teaching of the topic "Ethics, law, and culture in a digital environment", which is covered by the Grade 3-designated subject of Informatics from the 2018 General Education Curriculum in Vietnam.

The main concern in this study is the low learning motivation of primary school children in Rejomulyo Village, which is brought on by the repetitive nature of the curriculum and the dearth of educators with a range of teaching styles. Offering incentives and icebreakers during lessons is one technique to enhance students' motivation to study. The goal of this study was to investigate whether rewarding and ice-breaking had any impact on their motivation to learn in Rejomulyo Village's public elementary school students, Lampung, Indonesia. This study was conducted in a quasi-experimental manner. A questionnaire and documentation methods were used in the data collection process. A t- test analysis was the method of data analysis employed in this study (independent sample t-test). The test's calculations reveal a strong impact of rewards and ice-breaking on the motivation to learn of Rejomulyo Village's elementary school students.

This work is expository, analytic, critical and evaluative in its methodology. Admittedly, both thinkers were dualists. But, where Descartes turned out to be a dualist in the stronger sense, Husserl had brought the Ego closer to the objects it perceives, constituting them through intentionality. More specifically, through h the intertwinement between the intentional act and the intentional object. The goal of Descartes’ method was to arrive at an inconcussum quid, at something which cannot be subjected to doubt: his own existence as a thinking substance, in addition to the proof(s) of the existence of God. So, he methodically doubted all the things he had been certain about, in order to reaffirm their existence. Husserl’s method, on the other hand, employs what is sometimes seen as a twofold approach: phenomenological ἐποχή, (epoche) or “suspension of belief,” and phenomenological reduction. Husserl’s main philosophical problem had nothing to do with being certain about reality. He understood our certitude about reality as a basic fact of our everyday experience, as something to be taken at face value. Therefore, he did not need to doubt whether reality is as it seems to be, or even exists at all. Although there are many ways to explain Husserl’s main issue, but to take the epistemological route, the one he took in his first public communication on this topic, The idea of phenomenology, it pertains to the manner in which exterior objectivity, as something whose existence transcends the subject, can reach an immanent subject.

This work interrogates the seeming ambivalence between Arthur Schopenhauer's existentialist pessimism and his advocacy for artistic, moral and ascetic forms of awareness, as means of managing the absurdities and frustrations of life. The objective of this work is to discover whether or not his apparently orthogonal positions can be reconciled in any way at all, and what that might portend for the contemporary philosopher. Schopenhauer's metaphysics and philosophy of nature led him to the doctrine of pessimism: the view that sentient beings, with few exceptions, are bound to strive and suffer greatly, all without any ultimate purpose or justification and thus life is not really worth living. Arthur Schopenhauer was among the first 19th century philosophers to contend that at its core, the universe is not a rational place. Inspired by Plato and Kant, both of whom regarded the world as being more amenable to reason, Schopenhauer developed their philosophies into an instinct-recognizing and ultimately ascetic outlook, emphasizing that in the face of a world filled with endless strife, we ought to minimize our natural desires for the sake of achieving a more tranquil frame of mind and a disposition towards universal beneficence. Often considered to be a thoroughgoing pessimist, Schopenhauer in fact advocated ways to overcome a frustration-filled and fundamentally painful human condition. He believed that the "will-to-life" (the force driving man to survive and to reproduce) was the driving forces of the world, and that the pursuit of happiness, love and intellectual satisfaction was essentially futile and anyway secondary to the innate imperative of procreation. This essay argues that phenomenologically, Schopenhauer had an “existentialist” orientation towards the spatio-temporal world that informed his pessimism, but also engenders further questions regarding the actual sincerity of his mental commitment to such a position.

The twenty-first century has resulted in many challenges for educational systems. One such challenge is integrating learning experiences in educational institutions with practical realities and requirements. Implementing Competency-Based Curriculum (CBC) models for various disciplines would reduce the gap between theoretical knowledge acquired in the educational system and expenses needed in the labor market. This study, therefore, sought to establish the effects of competency based curriculum training undertaken by teachers on their implementation on grades 1, 2 and 3 in public primary schools in Migori County, Kenya. A descriptive survey design methodology was adopted. The study targeted 604 head-teachers, 1812 grade 1-3 teachers, and 8 sub-county quality assurance and standards officers from all the Sub-counties in Migori County. The sample size for the study was180 head teachers, 8 Sub County Quality Assurance Officers (SQAOs), and 544 grade 1-3 teachers. The researcher used 30 percent to get a sample size for 180 out of 604 head-teachers and grade 1-3 teachers respectively and saturated sampling, 100 percent to include all the 8 SQASOs in the final sample resulting to a sample size of 732 out of the 2424. Questionnaires and interview schedules were used to collect data. The validity of the instrument was subjected to expert opinions, further; the questionnaire was pre-tested for coherency and comprehensiveness. Reliability was tested using a questionnaire duly completed in a pilot study. Internal consistency was determined by Cronbach’s Alpha Coefficient and it yielded reliability coefficient of 0.704, and 0.690 and 0.671 respectively for teachers and principals respectively. The study applied quantitative analysis techniques using descriptive and inferential statistics to analyze data. The research was carried out ethically. Majority (56.77%) of teachers had attended training sessions and (59%) agreed to be well versed with the training themes. The study recommended increase of number of CBC in-service training sessions and use more competent facilitators, mandatory training for all teachers. The findings will be used by national education managers, the principles in the county and county education officers, Boards of Management and the community. They will contribute to the existing knowledge on teachers' preparedness to implement a competency-based curriculum.

The twenty-first century has resulted in many challenges for educational systems. One such challenge is integrating learning experiences in educational institutions with practical realities and requirements. Implementing Competency-Based Curriculum (CBC) models for various disciplines would reduce the gap between theoretical knowledge acquired in the educational system and expenses needed in the labor market. This study, therefore, sought to establish the effect of availability and use of instructional resources on the implementation of the competency-based curriculum by grades 1, 2 and 3 teachers in public primary schools in Migori County. A descriptive survey design methodology was adopted. The study targeted 604 head-teachers, 1812 grade 1-3 teachers, and 8 sub-county quality assurance and standards officers from all the Sub-counties in Migori County. The sample size for the study was180 head teachers, 8 Sub County Quality Assurance Officers (SQAOs), and 544 grade 1-3 teachers. The researcher used 30 percent to get a sample size for 180 out of 604 head-teachers and grade 1-3 teachers respectively and saturated sampling, 100 percent to include all the 8 SQASOs in the final sample resulting to a sample size of 732 out of the 2424. Questionnaires and interview schedules were used to collect data. The validity of the instrument was subjected to expert opinions; further the questionnaire was pre-tested for coherency and comprehensiveness. Reliability was tested using a questionnaire duly completed in a pilot study. Internal consistency was determined by Cronbach’s Alpha Coefficient and it yielded reliability coefficient of 0.704, and 0.690 and 0.671 respectively for teachers and principals respectively. The study applied quantitative analysis techniques using descriptive and inferential statistics to analyze data. The research was carried out ethically. The findings showed a strong positive correlation significant at a 5% level of significance between the adequacy of the Teaching-Learning (T/L) resources and CBC implementation, as indicated by a Pearson’s correlation coefficient of 0.593. The study recommended increase of number of CBC in-service training sessions and use more competent facilitators, mandatory training for all teachers. The findings will be used by national education managers, the principles in the county and county education officers, Boards of Management and the community. They will contribute to the existing knowledge on teachers' preparedness to implement a competency-based curriculum.

This study this study therefore examines guessing parameters and 2016 and 2017 NECO Mathematics multiple choice test items in Calabar education zone. The research objectives specifically compared the guessing parameter of the 2016 and 2017 NECO Mathematics multiple-choice test items; and also, compared the measurement theories and year of examination on reliability coefficient of 2016 and 2017 NECO Mathematics multiple-choice test items in Calabar education zone, Cross River State. To guide the study two research questions and hypotheses were further formulated and tested at 0.05 level of significance. The instrumentation research design was adopted for the study. One thousand three hundred and fifty-one (1,351) students were selected using the stratified random sampling procedure. Two instruments, namely the 2016 and 2017 NECO mathematics multiple choice tests were used for data collection. Using ANOVA and correlated t-test to analyze data collected from the field, the result reveals that guessing parameter and reliability indices of the 2016 and 2017 NECO mathematics multiple choice tests were significantly different. It was concluded that guessing parameters differed significantly with the years of study and also, there was a significant influence of measurement theory and year of test on item reliability on NECO mathematics examination papers significant difference exists between psychometric properties using the different measurement theories. Based on these findings, it was recommended that NECO should use the item response theory (IRT) in assessment for its relative merit over the CTT.

The study explored perceived challenges faced by student-teachers during the off-campus teaching practice. A descriptive survey design was adopted for the study. The population for the study was all the student-teachers (300, 350, and 400 levels) from College of Education (Regular), University (Regular), University (Sandwich), and other modes of education. However, 135 student-teachers were randomly and conveniently sampled for data collection. The instrument used for the study was an adapted questionnaire. The instrument was validated from an expert perspective. Data to answer research questions were analysed using the means and standard deviations. The study found that student-teachers do not have personal challenges during their teaching practices. The study found that student-teachers do not have supervisory challenges during their teaching practices. The study also revealed that student-teachers do not face major challenges from their practicing schools during their teaching practices. It is recommended that Colleges of Education, Teacher Continuous Professional Development of the Universities, as well as Ghana Education Service should organise periodic workshops for student-teachers and in-service teachers on the selection of appropriate TLMs for various lessons.