This study compares the performances of four existing snow indices (Normalized-Difference Snow Index, Normalized-Difference Snow and Ice Index, Difference Snow Index, and Ratio Snow Index) in estimating snow cover depth at three agricultural enterprises in different soil zones, namely, the “North Kazakhstan Agricultural Experimental Station”, A.I. Barayev “Research and Production Center for Grain Farming”, and “Naidorovskoe”. From 30 January to 9 February 2022, the snow cover thickness and density were measured at 410 and 285 points, respectively, throughout the agricultural enterprise territories. It was found that: (1) snow-covered territories were effectively classified using all spectral indices except both combinations of RSI; (2) the snow cover fraction maps generated from DSI most accurately classified the non-snow areas as forest plantations, settlements, and strongly blown uplands; (3) the maps generated from DSI-2 presented a clear pattern of objects in all three study areas; (4) the liquid water in snowpacks is available in excess for possible reservation and rational use in agriculture during the dry season. At the “North Kazakhstan AES”, A.I. Barayev “Research and Production Center for Grain Farming”, and “Naidorovskoe”, the RMSE varied from 5.62 (DSI-2) to 6.85 (NDSII-2), from 3.46 (DSI-2) to 4.86 (RSI-1), and from 2.86 (DSI-2) to 3.53 (NDSII-1), respectively. The DSI-2-based snow depths best matched the ground truth, with correlations of 0.78, 0.69, and 0.80, respectively.

The system of education at the present stage of social development is undergoing the significant changes, which are characterized by strong innovative processes demanded by the mass participation of teachers in these processes. The Medium-Term Strategy as a basis for further development of the education system is determined by the needs in teacher training, ready to work in a high-tech learning environment. As a result of innovative processes taking place in modern society is developing a new system of educational values.

In this work, the results of a study regarding the methodological aspects of organizing training courses in robotics in a school educational process are presented. In the course of the study, an analysis of the problem was carried out and the conditions for the effective implementation of teaching robotics to students of a comprehensive school based on developing educational technologies, integration processes and interdisciplinary communications were identified. The process of development of the cognitive interests of students in robotics was investigated in one of the specialized lyceum of the Capital city of Kazakhstan. Based on the results of the study, the theoretical foundations of the process under study are summarized, the prerequisites for updating the problem are established, and the scientific and methodological aspects of teaching robotics in the conditions of the school educational process are considered. The results obtained are of theoretical and practical importance for modern education, the implementation of the leading ideas of educational informatization.

The article considers the problem of studying and preventing, and also presents the results of the authors' practical experience - an express study to identify bullying in schools in Almaty. An analysis of the experience of foreign countries in preventing bullying shows that many of their programs are aimed at attracting all members of the teaching staff. The authors substantiate the fact that most programs do not take into account the potential "internal" resources of potential victims of bullying. The purpose of this study is an analytical study and practical justification of the problem of bullying in the school environment based on rapid research in teenage high schools. Some general characteristics typical of children at risk of bullying were noted on the basis of the results of Diagnostic methods: high level of anxiety, emotional lability, emotional volitional instability, timidity, low self-esteem, inadequate level of claims, low concentration of attention, avoidance - as the main strategy to overcome conflict situations. A “risk group” was identified based on the results of diagnostics and emotional development programs “World of Emotions” and trainings to develop skills to combat bullying, and “potential victims of bullying” were conducted with this risk group. The results showed positive dynamics, which confirmed the assumption that students need to develop skills to combat bullying - skills to combat bullying, such as: emotional stability, stability, poise, willpower, mental strength and so on.