Vacation Course Research Articles

Arte e moda: uma experiência na Escolinha de Arte do Recife

Partindo da compreensão da Abordagem Triangular como caminho para elaboração de mundos por meio de interpretações de imagens, objetos artísticos e contextos, serão apresentados neste artigo alguns procedimentos arte/educativos desenvolvidos durante o curso de férias da Escolinha de Arte do Recife (EAR) no ano de 2020. A fim de registrar como a instituição vem atuando, primeiramente faremos uma breve contextualização histórica do surgimento da instituição e de suas perspectivas pedagógicas na contemporaneidade, para em seguida observarmos a atividade artística de estamparia com materiais alternativos. Apresentaremos como ocorreu o processo de formação estética e ética de crianças na EAR, como elas ampliaram suas percepções sobre as temáticas: Sustentabilidade, desigualdade social e Cultura local. No final, como será visto, guiado pelas técnicas de estamparia utilizadas por alguns artistas, o arte/educador promoveu experiências artísticas que prepararam previamente as crianças para a experiência do encontro presencial com a artista Iza do Amparo.

HABILIDADES COGNITIVAS EM PROCESSOS FORMATIVOS DE PROFESSORES DA EDUCAÇÃO BÁSICA NA APRENDIZAGEM BASEADA EM PROBLEMAS

Esta investigação analisa os níveis de habilidades cognitivas desenvolvidos por uma equipe de seis docentes ao solucionarem um problema autêntico, proposto por eles, ao longo de um Curso de Férias desenvolvido na Universidade Federal do Pará. Caracterizamos a investigação de acordo com a abordagem qualitativa, apoiando-nos em suportes metodológicos como diários de campo e videogravações, com decorrente transcrição das falas dos sujeitos para a construção dos dados analisados. Apresentamos o conceito de cognição, bem como as etapas necessárias para que a mente humana alcance o que se pode considerar como habilidade cognitiva. Procuramos ainda analisar de que maneira os níveis de dificuldade, impostos nas perguntas dos monitores, influenciaram na manifestação dessas habilidades. Consideramos também a utilização da experimentação investigativa, como metodologia principal usada no Curso de Férias, destacando que essa envolve algumas etapas que são direcionadas a partir Aprendizagem Baseada em Problemas (ABP). Com base nessa pesquisa, é possível identificarmos que o emprego de atividades experimentais investigativas contribui, consideravelmente, para que as habilidades cognitivas se desenvolvam e manifestem em seus participantes, evidenciando que a metodologia utilizada nesse Curso se aproxima dos objetivos almejados na ABP.

"YOUTH SHOULD NOT FIT INTO READY-MADE TEMPLATES...": М. HRUSHEVSKY AND THE UKRAINIAN STUDENTS

M. Hrushevsky is a remarkable figure in the Ukrainian history of the late 19 – early 20th century. In recent decades there have been a lot of papers devoted to his scientific and political activities, personal life, and analysis of his scientific heritage. However, M. Hrushevsky's relations with the Ukrainian youth are still one of the unsolved aspects. The main idea of the article is an attempt to analyze the scientist's interpretation of the role and key tasks of the students in the process of national self-identification of the Ukrainians. The aims are to explore the nature of M. Hrushevsky's relationship with young people in educational, scientific, private spheres of life, and to specify the professor's contribution in the case of material support of youth. The scientist was clearly aware of the exceptional role and mission of youth in the processes of the Ukrainian nation formation and construction of the Ukrainian state, and therefore he tried to promote its establishment and development in every way. He was convinced that the youth is the bearer of the nation's potential and that the future of the Ukrainians depends on its character and well-being. M. Hrushevsky was assured that his own task and the task of the public are the creation of the conditions for the young generation formation, the development of such qualities as initiative, independence, creativity, and responsibility. The main sphere of relations between M. Hrushevsky and youth was education. In 1894 professor headed the World history department at the philosophy faculty at Lviv University, with a special emphasis on Eastern Europe. He believed that the main condition of the formation of the Ukrainian youth is the creation of the ability to get an education in the native language, as well as the opportunity of being involved in the scientific activity. M. Hrushevsky read original lecture courses in Ukrainian, which were attended by students of different faculties. At the university, he also conducted the practical classes ("historical exercises"), during which he tried to stimulate students' scientific activity and develop their critical view of the world. Professor had the private lessons, too, during which he provided students with the consultations, listened to the research works, and estimated those. Moreover, he allowed students to use his library. M. Hrushevsky encouraged young people to study science. In the summer of 1904, with the assistance of the Shevchenko Scientific Society, he founded in Lviv the Ukrainian academic vacation courses. The last ones gave to the Ukrainian youth the opportunity to meet and communicate with the Ukrainian scientists from Galicia and the Dnieper Ukraine. M. Hrushevsky himself taught courses on the history of Ukraine. The professor encouraged students to work in the archives and collect materials for the research. He helped them to obtain permission to work in the archives in different countries and searched the financial support for such assignments. And, as an editor of scientific publications, he promoted publication of the articles by his students. Sometimes the relationship between professor and his students acquired a private character. The students often visited M. Hrushevsky's home with the aim to talk or report the news, accepted his invitations for lunch, dinner, and holidays. Some of them had a vacation in a professor's house in Kryvorivnia village. M. Hrushevsky always was sincerely concerned about the financial problems of Ukrainian students. For the financial support of the young scientists on the professor's initiative, several scholarship funds were established in the Shevchenko Scientific Society. M. Hrushevsky also initiated the fundraising for the construction of a dormitory for the Ukrainian youth – "Academic building" in Lviv. He curated the construction of this institution during 1904–1905. M. Hrushevsky, in every way, supported student organizations in various aspects of their activities, as well as the political initiatives of young people. For numerous times, he participated in various events organized by youth societies. The scientist entirely supported the students in the struggle for the opening of the Ukrainian University in Lviv. Thus, in the paper, it is proved that M. Hrushevsky was aware of the exceptional role of students in the formation of the Ukrainian nation and believed that youth is the basis of the intellectual elite foundation process. The relations between the scientist and the Ukrainian youth were close and diverse. In M. Hrushevsky's activities, the priority was given to the versatile political, scientific, moral, and material support of students. Keywords: M. Hrushevsky, youth, students, education, science, Lviv University, Academic building.

Innovative approaches to improving qualifications of the primary school teachers in the Great Britain

The article examines the approaches to improving the skills of primary school teachers in the UK. Criteria for upgrading and retraining UK teaching staff are highlighted. Teacher training courses are held at different educational institutions: at institutes of pedagogy of higher educational institutions, with independent advisory groups, with the Department of Education and Science, at teacher centers, with local educational authorities, at school. Short-term advanced training courses are divided into: one-day; three days; five to six day courses; vacation courses. Long-term courses include three-year advanced training courses. During the courses of advanced training teachers are engaged in research activities under the direction of university tutors. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers. The teacher education system serves a prominent system of public education. Understanding the need for organizing mass retraining of teachers in Britain has been growing in pedagogical circles since the last century, when intensive primary education was developing. Since then and to this day, discussions about the most rational ways of updating the teacher education system are not dying. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. Both local and national authorities of this service are actively involved in the analysis and evaluation of the effectiveness of all work aimed at supporting and developing the professional skills of school teachers. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers.

TEACH SCIENCE MAKING SCIENCE: AN EXPERIENCE IN BASIC EDUCATION OF BRAZILIAN SEMIARID

The purpose of this research is to evaluate the methodology of scientific research - Teaching science by making science -in the practical context, with a view to construction of educational paradigms in basic education. This is a case study carried out initially in vacations courses sponsored by the EspaçoCiência with teachers and managers of the municipal school system, and bachelor's degree students in Biological Sciences from the Centro de Ensino Superior do Vale do São Francisco and later with 25 tutors who taught their classes using this methodology in elementary and high school education. The results of this research demonstrate approval of the methodology by 76% of managers, 57% of teachers, and 100% of students in the course of Biological Sciences who participated in the vacation courses. They have tutors who have used this methodology in elementary school and high school approved with percentage corresponding to 100% and 50.70% respectively. Regarding the methodology investigated the following categories were evaluated: student participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well as the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels ofeducation.

O Funcionamento do Programa de Atendimento a Alunos com Altas Habilida-des/Superdotação (PAAAH/SD-RJ)

http://dx.doi.org/10.5902/1984686X14323Trata-se da apresentação do funcionamento do Programa de Atendimento a Alunos com Altas Habilidades/Superdotação (PAAAH/SD), realizado na Faculdade de Educação, da Universidade Federal Fluminense, localizado em Niterói, região metropolitana da cidade do Rio de Janeiro. O programa articula ações de ensino, pesquisa e extensão. Os objetivos do PAAAH/SD podem ser categorizados em diagnóstico, orientação a família e a escola, Atendimento Educacional Especializado, Aceleração de Estudos, formação docente e pesquisa. O Programa é realizado com base na metodologia da pesquisa-ação, que busca soluções coletivas e individuais a partir da identificação das demandas sociais apontadas pelas famílias de alunos com altas habilidades/superdotação e alunos da UFF que procuram o programa. Os alunos diagnosticados com altas habilidades/superdotação são convidados a participarem das atividades acadêmicas de formação dos futuros professores das redes regulares de ensino, o que permite contato direto com este tipo de alunado. Os resultados podem ser vistos na demanda crescente pela busca dos serviços e na criação de uma nova disciplina para os cursos de licenciatura oferecidos pela UFF. Todo o trabalho é gratuito. Nas Considerações Finais aponta-se a interface do PAAAH/SD com o recém criado Programa Escola de Inclusão. Pela Escola de Inclusão, que oferece cursos de férias de Libras, Braille, Materiais Didáticos Acessíveis e passará a oferecer oficinas de Robótica Educativa, alunos diagnosticas com altas habilidades/superdotação e interessados nesta área realizarão protótipos eletrônicos, móveis. Estes serão interpretados pelos estudantes de Matemática e Física que tirarão as equações presentes nos modelos. Estes estudos começarão no segundo semestre de 2010 e nas férias de julho de 2011, todos os envolvidos levarão aos alunos com deficiência visual do Instituto Benjamin Constant suas experiências. São novas aprendizagens que favorecerão a construção de conhecimentos formais em Robótica Educativa, Matemática e Física além da formação de valores humanitários nos futuros professores da sociedade inclusiva brasileira.

Competency Capacity Building Needs of Agricultural Science Teachers in Utilization of School Farm for Skill Acquisition among Secondary School Students

This study sought to identify the competency capacity building needs of teachers of agricultural science in the utilization of school farm for skill acquisition among secondary school students in Ondo State, Nigeria). Four research questions guided the study. The study adopted the survey research design. The population used was 422, made up of teachers of agricultural science in senior secondary schools in Ondo State and 46 lecturers of agricultural education in tertiary institutions in Ondo and Ekiti States. The entire population was used for the study, hence there was no sampling. A - 33 competency items questionnaire was developed and used for data collection. The questionnaire was validated by three experts from the Department of Vocational Teachers Education (Agricultural Education Unit), University of Nigeria, Nsukka. Cronbach alpha reliability method was used to determine the internal consistency of the instrument. A reliability coefficient of 0.81 was obtained. 422 copies of the questionnaire were administered on the respondents and 406 copies were retrieved and analyzed using weighted mean and improvement need index (INI) to answer the research questions. It was found out that teachers of agricultural science in Ondo State needed capacity building in all the 33 competency items identified in the following areas, planning and organizing school farm, implementing school farm practical, coordinating and evaluating school farm practical. It was recommended, among others, that the competencies identified in this study should be utilized in organizing retraining programmes inform of seminars, workshop or long vacation courses for teachers of agricultural science in secondary schools in all states of the federation.

‘That great educational experiment’: the City of London Vacation Course in Education 1922–1938: a forgotten story in the history of teacher professional development

Each summer between 1922 and 1938, up to 500 elementary school teachers from across Britain, and some from overseas, joined together in London for a two-week residential vacation course. Organised by Evans’ Brothers Publishers and patronised by leading educationists, politicians and policy-makers, the City of London Vacation Course came to be regarded as an important annual educational institution and a cutting-edge exemplar of teacher professional development. In spite of this apparent fame, it appears to have been entirely overlooked in the history of teacher education. This paper seeks to recover the lost story of the City of London Vacation Course and documents its educational and professional focus and its social and cultural function. Locating it within a wider educational, economic and political climate, the paper also examines how the City of London Vacation Course somehow captured and embodied the promise of an emergent new professionalism for elementary teachers during that period.

Between Saying and Hearing

Page 17 January–February 2009 B O O K R E V I E W S Between Saying and Hearing Steve Tomasula The prose of Vacation is as pristine as its subplots are intricate. Vacation Deb Olin Unferth McSweeney’s http://www.mcsweeneys.net 216 pages; cloth, $22.00 In Deb Olin Unferth’s novel, a vacation isn’t something a person takes so much as the hole they leave behind. Claire’s mother leaves a “vacation” in her daughter’s life by dying, as did her biological father by leaving when she was an infant; Myers’s wife vacates her marriage by following a stranger to see where people go when they “leave”; Myers likewise leaves the marriage, first by following his wife following the stranger, whom he mistakes for an old college classmate, Gray, and then by pursuing Gray to Nicaragua. Except Gray is on “vacation” in Panama. The novel is dense with these types of vacations: one leaving, another following as though sucked along by the resulting undertow. Even chickens follow each other. Why? “No one wants to be alone and someone has to be in the lead.” If it’s not clear from this description, Vacation has the capacity for surprise and kinetic energy of a cartoon as Myers learns while on an unauthorized “vacation.” Before being caught in a Nicaraguan earthquake, he receives an email: “From: HR. Subject : Termination of Employment.” Say rather, it’s an existential comedy: Samuel Beckett applied to the contemporary world where instead of clowns waiting for Godot, a character might find himself penniless in a foreign country because his charge card was deactivated. By his wife back home. One passage opens with the Beckett-like line, “The day was invading through the windows and under the doors,” then follows Myers from his waking on the couch to being dropped off at the train station by his wife who is kicking him out. In the car, Myers reminisces about how he once waxed poetically to his wife, telling her how after a life spent together the day would eventually come when they would be laid to rest in the same cemetery. To which she replies: “Gross.” There are no happy reunions in this novel. Or reunions of any kind. Rather, there are missed connections , too-early departures, and too-late arrivals. There are virtual connections, as well as real connections that may as well not exist because no one sees them. Or as Myers’s wife puts it while looking at the stranger she’s been following: “I felt connected to him and who knows that I wasn’t? He could be related to me for all I know. He could be my brother. He could have once been my lover during my early crazy days. You never know. We could be married somehow….” Conceptual artist Vito Acconci once created a performance in which each day for a month he followed a random stranger. In each case, the artist ’s will was marginalized, his path determined by chance encounters. To get a sense of the worldview that develops throughout the course of Vacation, imagine each of its characters as Acconci. Now add to this chain of follow-the-leader the reader, turning pages to follow characters who are following clues that may or may not be clues, getting lost in a funhouse of mirrored identities. That is, rather than just describe the disconnects between children and parents, spouses and lovers, the novel involves readers as participants who must sort out mirror from mirror image, character from left-handed reflection. Everyone’s volition is marginalized by circumstance, accidents of birth or function (or reading), making individuals who they are and life what it is for them. Or as Claire learns by reading a note left for her by her dead mother, her biological father, a Mexican dolphin trainer whom she’d never met, and her step-father, the burnt-out, Willy Loman-eque,Anglo businessman who raised her, were for all practical purposes “nearly interchangeable. You could switch their clothes, their occupations, countries of origin, and you might confuse them.” Which is to say everything about them is different. Which is to...

Quantification of the abrasive wear of a gold wedding ring

Pieces of gold jewellery, especially rings, are known to suffer continuous abrasion during the time they are worn. This fact causes troubles in chemical analyses, because analytical methods that are sensitive in the determination of gold, especially Neutron Activation Analysis (NAA), are often faced with contamination of gold from human fingers. Since no other piece of jewellery is worn more often and regularly than wedding rings, quantification of the abrasion of a wedding ring is necessary. In this study, the abrasion of an 18 carat gold wedding ring was quantified by weighing the ring weekly over the period of one year. The composition of the ring (75 Au - 15 Ag - 10 Cu) was determined using NAA. In one year, the ring lost 6.15 mg (0.39 mm3) 18 carat gold due to abrasive wear. The highest abrasion could be observed in the course of vacation on the beach, where obviously the friction with sand increased the abrasion. Gardening and skiing also result in increased abrasive wear. However, the author suggests not wearing rings in analytical laboratories to avoid this contamination.

Physical education and the School Medical Service in England and Wales, 1907-1939.

Historians who have examined physical education (PE) have rarely related PE to its wider social context. This article considers the development of PE in elementary schools in England and Wales between 1907 and 1939, and locates PE within the wider history of the School Medical Service. From 1907, local authorities appointed specialist staff, acquired playing fields, and sent their teachers on short vacation courses, while at a policy level the Chief Medical Officer, Sir George Newman, came to regard PE as a component of preventive medicine. In the interwar period, PE was greatly influenced by voluntary organizations, and by the physical training schemes set up by the continental dictatorships, and this culminated in the Physical Training and Recreation Act of 1937. However PE also illustrated many of the weaknesses of the School Medical Service, including striking regional variations in its provisions, and in the 1930s the emphasis on PE contrasted with the relative neglect of malnutrition. The article concludes by suggesting that the contrast between Sir George Newman's ambitious plans for PE as a branch of preventive medicine, and provision in most local authorities, illustrated the great gulf that could exist between rhetoric and reality.

Introduction to physics

For some years, the Physics Departments at Manchester, Glasgow and Sussex universities have organised and hosted annual summer vacation courses aimed specifically at girls undecided on whether to continue with physics beyond O-level or O-grade (Scotland). The three courses held in 1987 varied in length and content, but all were uniformly successful in achieving their objectives of making the girls aware of the excitement of physics and of the wide range of careers to which a degree in physics can give access.

Robert Spence, 7 October 1905 - 10 March 1976

Robert Spence was born at South Shields, County Durham, on 7 October 1905, the only child of Rebecca and Robert Spence. His father was a marine engineer and since most of his life was spent at sea Robert’s upbringing was left largely in the hands of his mother. From 1911 to 1917 he went to the Stanhope Road Elementary School at South Shields and later, from 1917 to 1922, he attended Westoe Secondary Grammar School at South Shields where he obtained the John Heslop Scholarship. From his schooldays only a few memories survive: ‘We had one teacher known as “Boiler Smith” who made us learn poetry by boiling over and applying the cane. Another whom I remember with affection and respect was a true scholar. He was a historian and antiquarian who knew a good deal of science as well.’ It was the latter who first encouraged him in that direction. From Westoe Grammar he went, not yet 17 years old, to Armstrong College (now King’s) in Newcastle, then part of the University of Durham, where he obtained a first class B.Sc. in chemistry (1926), and M.Sc. and Ph.D. (1930) and finally the D.Sc. At Armstrong College he shared the Friere Marreco medal and prize for practical chemistry and the Senior Pemberton Scholarship. Apart from his academic studies, he took part in rowing and sculling; he rowed as stroke of college and university crews (for which his six foot height served him well). At this time he also developed an interest in industrial practice and spent a vacation course at the British Dyestuffs Corporation at Blakely in 1925. Other college activities were as secretary of the Newcastle Students’ Appeal in 1927, as President of the College Chemical Society, and as Secretary of the Bedson Club, a student scientific society at Armstrong College.

Seminars and summer schools

Vacation courses in a newly developed branch of science have been popular for some time. They have often been held during the summer vacations, and so have become known as summer schools.

Guide to Unpublished Research Materials: Lectures Delivered at a Vacation Course of the University of London School of Librarianship and Archives in April, 1956. Ronald Staveley

<i>Guide to Unpublished Research Materials: Lectures Delivered at a Vacation Course of the University of London School of Librarianship and Archives in April, 1956</i>. Ronald Staveley

Vacation Courses in Synoptic Meteorology

Vacation Courses in Synoptic Meteorology

Vacation Course in Synoptic Meteorology

Vacation Course in Synoptic Meteorology

Vacation Course in Synoptic Meteorology

Vacation Course in Synoptic Meteorology

Government Information and the Research Worker. Lectures Delivered at a Vacation Course of the University of London School of Librarianship and Archives in April 1951. Edited with an Introduction by Ronald Stavely. (London: Library Association. 1952. Pp. 228.)

Government Information and the Research Worker. Lectures Delivered at a Vacation Course of the University of London School of Librarianship and Archives in April 1951. Edited with an Introduction by Ronald Stavely. (London: Library Association. 1952. Pp. 228.)

Government Information and the Research Worker: Lectures delivered at a Vacation Course of the University of London School of Librarianship and Archives in April, 1951 (Book Review)

Government Information and the Research Worker: Lectures delivered at a Vacation Course of the University of London School of Librarianship and Archives in April, 1951 (Book Review)