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An enormous increase in the application of wireless communication in recent decades has intensified research into consequent increase in human exposure to electromagnetic (EM) radiofrequency (RF) radiation fields and potential health effects, especially in school children and teenagers, and this paper gives a snap overview of current findings and recommendations of international expert bodies, with the emphasis on exposure from Wi-Fi technology indoor devices. Our analysis includes over 100 , animal, epidemiological, and exposure assessment studies (of which 37 and 30 covering Wi-Fi technologies). Only a small portion of published research papers refers to the “real” health impact of Wi-Fi technologies on children, because they are simply not available. Results from animal studies are rarely fully transferable to humans. As highly controlled laboratory exposure experiments do not reflect real physical interaction between RF radiation fields with biological tissue, dosimetry methods, protocols, and instrumentation need constant improvement. Several studies repeatedly confirmed thermal effect of RF field interaction with human tissue, but non-thermal effects remain dubious and unconfirmed.

Značajan porast uporabe bežične RF komunikacije u posljednjim desetljećima te s tim povezane izloženosti ljudi umjetno stvorenom neionizirajućem zračenju (RF polja), koje prije nije postojalo na Zemlji, tema su velikog broja istraživanja mogućih utjecaja tih zračenja na okoliš i zdravlje ljudi, osobito djece i mladih, kako bi se utvrdile činjenice o međudjelovanju RF polja s genskim materijalom živih bića. U ovom radu dan je pregled aktualnih istraživanja i preporuka međunarodnih stručnih tijela. Poseban naglasak dan je na mogući utjecaj radiofrekvencijskoga zračenja na mlade odnosno na školsku djecu koja su mu tijekom školovanja svakodnevno dodatno izložena tijekom e-škole korištenjem najmodernijih Wi-Fi tehnologijskih rješenja za komunikaciju u obrazovanju.

This article discusses the issues of training special teachers for using modern digital educational technologies, in particular innovation resources of Moscow E-School (MES). The aim of this work is in development of technology of specialists’ training, capable to work with the resources of MES, in the frames of higher education. The following research methods were applied: surveying students, expert appraisal of students by teachers, aiming at formed skills and habits to work in MES environment. The obtained experimental results evidence that in the frames of higher education, the proposed technology of specialists’ training, capable to work with the resources of MES in the frames of optional courses, demonstrated sufficiently high results. The study revealed high satisfaction of teachers with the level of students’ qualification, namely: creative potential was enhanced, during the practice the students demonstrated higher involvement. Thus, in 2020, the teachers supervising the practice marked high level of skills of operation with MES resources demonstrated by 57% of students, which was nearly by two times higher than in 2018 (31%). In 2020, the average level was recorded for 28% of students, the low level – for 15% of students, which was nearly by two times lower than in 2018 (27%). Introduction of such optional course is exclusive, since it is oriented at training students specializing in special (defectology) education and solves the following tasks: firstly, to arm with the skills and habits of operation in digital environment, namely, MES, and secondly, to arm with specific knowledge and skills of development of electronic content for disabled children.

Edo-period illustrated erotic books (hereafter shunpon) were commodities intended for a mass market, the products of an intensely competitive industry. Shunpon consistently ranked among the great achievements of commercial book production, eliciting the best from artists, block cutters and printers. In them we regularly encounter high aesthetic standards, fine papers and sophisticated printing techniques, and, eventually, the richest colour palettes and most elaborate covers. Despite being banned in 1722, production resumed by the late 1740s and continued on a significant scale to the end of the period without significant hinderance from the authorities. The bindings and sizes in which shunpon were issued had an impact on the disposition of images and texts. Their visual and literary content was often used and reused, both licitly and illicitly. In pursuit of profit, publishers switched, adapted, replaced, pirated, imitated, modified, combined and recombined texts and images. There is no hard evidence relating to the funding o(shunpon. It appears that some of the most elaborate examples were subsidised by wealthy subscribers. However, the owners of rental libraries carried numbers of them in their stock without untoward consequences; they must also have played an important role in underwriting the production of higher quality material, particularly in the nineteenth century.

The New Partnership for Africa's Development (NEPAD) has convincingly initiated the inclusion of e-learning in much African school. NEPAD is a program of the African Union (AU) that thrives of putting Africa in the path for socio economic development. The NEPAD e-Africa Commission is the NEPAD Task Team responsible for developing and implementing ICT projects, one of which is the NEPAD e-Schools Initiative. The aim of this research is to explore the extent to which the incorporation of technology in teaching and learning has so far benefited teachers and learners in Africa. The objectives of the study are to highlight the benefits of using e-learning system to find out whether new technologies have enhanced teaching institutions in Africa.

William E. Davis recently resigned his post as chancellor of Louisiana State University due to a scandal in which scholarships meant for minority students went to white students.

This paper presents results of a large pilot project among Croatian primary and secondary schools focused on digital maturity of schools. It explores relationships between indicators that influence the overall digital maturity level of a school with the main aim to identify the main drivers of digital maturity. It also reveals key steps in the development of the Framework for Digitally Mature Schools in Croatia and the instrument for assessing digital maturity of schools. The instrument evaluation involved 151 primary and secondary schools in Croatia that were assessed against maturity levels. Descriptive statistics is used to identify and explain correlations between 38 indicators of digital maturity of schools. Results obtained from the instrument show that 50 percent of schools in Croatia are in the initial phase of maturity and 43 percent of them are e-enabled which in respect to 5 different maturity levels corresponds to levels 2 and 3 respectively. An on-line system developed for this purpose, besides it features the instrument itself and enables schools to benchmark between themselves, identifies critical indicators for each school that require improvement in order for school to make progress against maturity level.

The e-Schools Programme, initiated by the Croatian Academic and Research Network- CARNET, has significantly advanced the digitalization of Croatia’s primary and secondary education system. Addressing challenges such as uneven digital integration due to infrastructure and training gaps, the Programme provided essential ICT resources and training, notably increasing the use of the e-Class Register for improving school transparency and organization. This paper explores the integration of AI-driven personalized learning within the e-Class Register, focusing on how tailored educational plans can meet individual student needs, foster engagement, and encourage goal setting. Additionally, the paper examines the potential of virtual teaching assistants to support students and educators by providing personalized recommendations and progress assessments. The findings indicate that AI-powered tools can transform traditional educational processes by enhancing student motivation, streamlining administrative tasks, and offering dynamic learning experiences. This research underscores the potential for broader adoption of AI technologies in education and highlights future opportunities for expanding personalized learning in digital classrooms.