International Summer School Research Articles

International Summer School explores the use of literature in the study of Global Education and Learning11

International Summer School explores the use of literature in the study of Global Education and Learning11

III-rd International Summer School for Young Scholars in Historical Information Science: New Facets of Interdisciplinarity

The article is devoted to the review of the School of Young Scholars which is being held for the third time by the Faculty of History of Lomonosov Moscow State University and the Association "History and Computer". The school attracts a lot of attention of students, postgraduates, young teachers and researchers from scientific centers of Russia and neighboring countries who want to get acquainted with information about the latest trends in the development of historical informatics as an interdisciplinary field of application of information technologies and methods of data analysis in historical research, to form a current understanding of data and methods of their processing in the subject field of historical research. The current trends characteristic of the modern stage of the development of historical informatics in Russia against the background of the experience of the development of similar "butt" directions in other fields of science and humanities are analyzed. Attention is paid to the changes in the landscape of the humanities in the first decade of the XXI century in connection with the processes of their digital transformation, the emergence of the multidisciplinary concept of Digital Humanities, the correlation of the content of historical informatics and "digital history". The actual problems of using the concept of "big data" and artificial intelligence for testing digital technologies and mathematical methods in solving analytical problems of historical research are considered.

UKRAINIAN AS A NATIVE, HERITAGE AND FOREIGN LANGUAGE: THE CONTENT OF CONCEPTS AND PRINCIPLES OF TEACHING

The interest in learning Ukrainian is constantly growing. Today, we can identify three audiences that learn the language: Ukrainians, the diaspora and foreigners. Accordingly, approaches to teaching it should be different. Therefore, the article defines the concepts of Ukrainian as a native language, Ukrainian as a heritage language, and Ukrainian as a foreign language. Attention is focused on the content of the concept of native speaker and its characteristics. Basic principles and tasks of a modern lesson in Ukrainian as a native language are characterized. These include the development of skills to work with information, create and analyze texts, and express one's own opinion. The lesson also performs an educational function, ensures the mastery of moral, ethical and psychological principles of communication and cooperation, etc. Traditional and non-traditional methods of language teaching are covered. For teachers of Ukrainian as a heritage language, the target audience is bilinguals who usually have good oral language skills formed under the influence of communication at home or in the community, but reading and writing skills are not sufficiently developed. Therefore, teachers should focus on the development of reading skills, including understanding the content of the text, and writing skills, including the ability to not only reproduce texts but also compose them. Teaching should use an activity-based method, a differentiated approach, a combination of different types of assignments, and interrelated language and culture teaching. This audience faces problems related to interference. The article also highlights the main principles and rules of teaching a language as a foreign one: the role of the foreigner's goal to learn the language, the choice of teaching methods based on the communicative approach, the construction of courses according to the level of language proficiency, the linguistic and cultural aspect, etc. As an example, the International Summer School of Ukrainian Studies «Step to Ukraine» organized by the International Institute of Education, Culture and Diaspora Relations of Lviv Polytechnic National University is cited.

Lecture notes of the 15th international summer school on Fundamental Problems in Statistical Physics: Colloidal dispersions

In this brief contribution we review some basic concepts in the physics of soft matter focusing on colloidal dispersions. In the first part we discuss the phase behavior of hard colloidal particles and, building on a statistical mechanics formalism, we introduce the concept of effective interactions between colloids mediated by the presence of macromolecular additives in the dispersion. We then review some examples of effective interactions starting from the simplest entropy-driven mechanism observed in nature, i.e. the depletion effect, but also discussing more complex interactions as those mediated by a critical co-solute. In the second part, we introduce a novel type of colloids having particles “softness” as an extra control parameter. We focus on a particular type of soft colloid, called microgel, that has a polymeric nature since it is made of a cross-linked polymer network able to respond to external stimuli. Finally, to understand microgels responsiveness we discuss the thermodynamics of swelling of polymer networks described by the Flory-Rehner theory.

“Psychiatry Perspectives in Neurocognitive Disorders” – Parallel Session from the 17th International Summer School of Neurology

“Psychiatry Perspectives in Neurocognitive Disorders” – Parallel Session from the 17^th International Summer School of Neurology

Investigation of the Mechanical Properties for Polymer Reinforced by Nanoparticles with Considering Viscoelasticity of the Matrix

Investigation of the Mechanical Properties for Polymer Reinforced by Nanoparticles with Considering Viscoelasticity of the Matrix

Next Generation Bone Marrow Adiposity Researchers: Report From the 1st BMAS Summer School 2021.

The first International Summer School on Bone Marrow Adiposity was organized by members of Bone Marrow Adiposity Society and held virtually on September 6-8 2021. The goal of this meeting was to bring together young scientists interested in learning about bone marrow adipose tissue biology and pathology. Fifty-two researchers from different backgrounds and fields, ranging from bone physiopathology to adipose tissue biology and hematology, participated in the summer school. The meeting featured three keynote lectures on the fundamentals of bone marrow adiposity, three scientific workshops on technical considerations in studying bone marrow adiposity, and six motivational and career development lectures, spanning from scientific writing to academic career progression. Moreover, twenty-one participants presented their work in the form of posters. In this report we highlight key moments and lessons learned from the event.

Obituary: Martin Kay

Obituary: Martin Kay

A triple helix case: Innovative and sustainable international summer school in China

Aim: This paper investigates the International summer School model in China with two objectives: evaluating the curriculum and its features and analyzing the application of the Triple Helix Theory of Innovation. A survey of students in the UnivPlus-BSU Shanghai Program and UnivPlus-FSU Beijing Program was conducted in the summer of 2019.Methodology: A survey of 13 questions was disseminated to 115 students from BSU (Shanghai) and FSU (Beijing). The authors collected instructional data from students and faculty involved in the summer programs. The survey was answered on a volunteer basis and was uneven in number on each campus.Findings: UnivPlus is one of the successful organizations that operate international summer schools in China for Chinese overseas students who are enrolled at U.S. and Canadian universities and take advantage of their home vacations in China to study and earn transfer credits. The Triple Helix Model of innovation refers to interactions between university, industry/business, and government fostering economic and social development. International summer schools in China are a new phenomenon and a good example of the Triple Helix innovation Model. The paper’s findings indicate a positive relationship between the collaboration of institutions in the U.S., China, and Canada, effective time management, motivations, and qualitative faculty support for students. Our findings reflect the inspiration of all parties to increase innovation and competitiveness in academia to benefit student learning and enhance their knowledge and intercultural competencies.Implications/Novel Contribution: The success of this program encourages academic leaders at BSU to the potential implementation of summer programs in Japan and Jordan. The international summer program offers Chinese students opportunities to complete some of their courses while visiting their families in the summer with the assurance to transfer credits for equivalent courses at their home universities. This approval process is comparatively easy and unquestionable.

Preface VEIT 2021

The International Summer School on Vacuum, Electron and Ion Technologies (VEIT) has been organized biennially since 1978, when the series of VEIT Schools was launched by the Institute of Electronics, Bulgarian Academy of Sciences, with the aim to act as a forum for exchange and dissemination of knowledge and ideas on the latest developments in electron-, ion-, and plasma-assisted technologies. The organizers of the 2021 edition of the event were the Institute of Electronics, Bulgarian Academy of Sciences, Sofia, Bulgaria and the Dutch Institute for Fundamental Energy Research, Eindhoven, The Netherlands. The School is a major scientific event and a meeting place for young scientists involved in research and development associated with high-tech industries. Many former School participants went on to become successful scientists in their field of research in leading institutions and companies all over the world. The School Proceedings have been published in Special issues of the international journals Vacuum, Plasma Processes and Polymers, Journal of Physics: Conference Series.The twentieth-second edition of VEIT took place virtually via Zoom because of the COVID-19 pandemic, from 20 to 24 September 2021. It was attended by 106 participants (24 students and young researchers) from 16 countries on three continents: Algeria, Bulgaria, Czech Republic, France, Germany, Italy, Japan, Latvia, Portugal, Serbia, Slovakia, Sweden, Switzerland, The Netherlands, Ukraine, USA.

10th International Summer School on Aviation Psychology

10th International Summer School on Aviation Psychology

Transforming a doctoral summer school to an online experience: A response to the COVID-19 pandemic.

For the last 28 years, one of the leading international science education organisations has regularly provided a week‐long summer school experience for doctoral students. In summer 2020, the COVID‐19 pandemic prevented international travel and close‐contact interactions between scholars. This required the transformation and relocation of learning interactions between mentors and doctoral students online through a virtual week‐long summer school. All doctoral participants, from across the five continents, were invited to reflectively comment on their educative experience after the online event. This paper consequently presents the perspectives of these science education PhD students who engaged with the transformed virtual summer school to consider how the range of varied online interactions maintained the learning opportunities for them and enabled their introduction to an established research community. The study indicates how the digital activities facilitated and maintained high‐quality learning exchanges through a varied array of intellectual activities involving both experienced and novice scholars. The findings demonstrate how successful academic outcomes can be achieved remotely while minimising international travel and significantly reducing financial outlay. This was achieved through creatively structuring a week‐long virtual experience and combining a series of synchronous and asynchronous learning opportunities for different groupings of participants within the international summer school community. Practitioner notesWhat is already known about this topic Doctoral students often feel that studying for their research degree is a very solitary experience.Supporting doctoral students to discuss their research with peers and more experienced others can address the feelings of isolation.The pandemic restricting face‐to‐face interaction constrains how learning can unfold in online contexts.It is possible to provide doctoral support through online means, however, the exact nature of such is not clearly defined. What this paper adds Clear evidence that doctoral learning communities [involving university students and tutors] can be successfully developed through online virtual environments.That online working can afford and extend doctoral learning, develop beginning researcher identities and provide students the opportunity to become part of an international research community whatever their geographical setting and prior socio‐cultural experiences.Clarity about the nature of online activities that ensure an appropriate blend of the kind of synchronous and asynchronous interactions that effectively support virtual online doctoral learning.The Community of Practice COP theoretical framework can offer a useful way of looking at different dimensions of higher degree learning. Implications for practice and/or policy This paper provides advice for those who would like to develop their own virtual learning networks that bring together learners from universities and wider organisations to develop a community of learning.That an appropriate blend of synchronous and asynchronous interactions can mediate and support doctoral students, aiding them to effectively become more knowledgeable members of an international research community within a short space of time.That international virtual events can successfully achieve learning outcomes while also minimising overseas travel, significantly reducing financial expenditure and individual carbon footprints.

Between Sofia and Berlin. Impulses and Background of the High Social School for Women at the Bulgarian Women’s Union (1929 - 1932)

The article presents the preparation of the High Social School for Women which was opened in 1932 by the Bulgarian Women’s Union (BWU). It was the first Social Work School in the Balkans. The school was a result of long-time efforts to establish an education of women for social work, to open their cultural, political, and social hori-zon as well as to raise their consciousness about family, children, and women’s ques-tions. The steps of this preparation are presented: The journal ‘The Woman’ 1929 – 1931 which discussed the need for social education and its models abroad, the decisions of the Congress of the BWU in 1930 about the preparation of social courses for women, the International Summer School of the International Women’s League for Peace and Freedom in Sofia in 1930. The educational trip in 1930 of the BWU’s activists led by its president Dimitrana Ivanova to the women’s social institutions in the Weimar Republic and especially the visit of the Alice Salomon Social Woman’s Academy in Berlin was also of great importance for the curricula preparation of the School in Sofia. One of its future lecturers Rayna Petkova was trained in the Academia in Berlin. The establishment of the High Social School for Women in Sofia was one of the most important achievements of the Bulgarian Women’s Union. It was also one of the most important contributions of the BWU to the early welfare state in Bulgaria which structure was shaped in the 1930-es.

From a ‘Small Cultural Underground’ to Sligo Folklore: The Early Years of the Yeats International Summer School

From a ‘Small Cultural Underground’ to Sligo Folklore: The Early Years of the Yeats International Summer School

On the results of the development of the skills of primary school teachers to pedagogically accompany research (project) activities

"This article is a continuation of the theoretical research presented in the previously published works of the authors, which provides the rationale for the conditions that provide initiation and support for the understanding of the value-semantic foundations of pedagogical support of students, the formation, development and maintenance of the subject-subject nature of the activities of teachers and students. This study presents the results of approbation of research work on the development of the skills of primary school teachers to pedagogically accompany the research (project) activities of students. Based on the theoretical model and the concept of development of primary school teachers, providing the formation of skills to pedagogically accompany the research (project) activities of students «presented in a previously published work, the authors have developed and tested a program of advanced training courses for teachers» Pedagogical support of extracurricular research (project) activities of primary students classes «. The experience of organizing courses for the professional development of teachers on the formation of skills to carry out pedagogical support of research (project) activities of students is analyzed. The implementation of the practical part of the advanced training courses for teachers was of a complex design and research nature and was carried out in the form of on-line meetings using distance educational technologies. The approbation was implemented in stages and consisted of the following five stages: 1) preparation and training of tutors for courses of professional and personal development of teachers; 2) conducting the first session of courses on professional and personal development of teachers; 3) the practice of initiating project and research activities of students by course participants; 4) holding the second session of courses on professional and personal development of teachers; 5) organization of the International Summer School «Design and Research for the Future». "

Clinical and Surgical Aspects of Meningothelial Meningioma in Practice and the Implications of Brain-It Summer School

Abstract Mrs. F.M, a 77-year-old woman with prior diagnosis of Alzheimer disease, temporal lobe epilepsy, conversion disorder and essential familial hypercholesterolemia, presented for 2 months diffuse headache and vertigo, and in the past week, left brachial monoparesis and episodic amnesia become apparent, with progressive worsening and no improvement with medication therapy. The CT/MRI findings constituted a real challenge even for experienced practitioners. This article is hereby designed to meet the needs and necessities of young doctors within BrainIT international summer school.

The middle powers roar: Exploring a minilateral solar geoengineering deployment scenario

The prospect of solar geoengineering, which would entail reflecting a small fraction of incoming sunlight back to space to cool the planet, has been slowly but steadily rising on the climate policy agenda. Early research suggests that solar geoengineering could substantially reduce climate risks, but its development and potential use would be accompanied by an array of ecological and sociopolitical risks and governance challenges. Here we reflect on our participation in a solar geoengineering governance scenario exercise conducted at the 2019 International Summer School on Geoengineering Governance. In the scenario with which we engaged, a group of ‘middle powers’ intend to force the issue of solar geoengineering onto the international agenda after decades of deadlock and in the face of intensifying climate impacts. As participants in this exercise, we confronted a range of problems and issues we judged likely to arise. In this article, we discuss a number of these, including the manner in which political considerations are likely to influence the physical and technical aspects of deployment schemes, as well as ways in which emergency framing may undermine political legitimacy. These and other aspects of possible future deployment of solar geoengineering warrant additional targeted scenario analysis.

Solar geoengineering: Scenarios of future governance challenges

In the face of increasingly clear climate-change impacts and continued inadequacy of efforts to reduce greenhouse-gas emissions and adapt to ongoing climate changes, increasing attention has been directed to geoengineering: deliberate large-scale interventions in the Earth’s climate system to moderate global warming. Such interventions could reduce risks in novel ways, but are controversial because they present an uncertain, high-stakes mix of potential benefits and risks. Solar geoengineering poses especially acute international governance needs, particularly in the case of potential future demands to use it. Many aspects of geoengineering present deep, ill-structured uncertainties that carry high stakes for near-term decisions, and are thus suitable for exploration through scenarios. This collection of papers reports on a major scenario exercise examining governance challenges and potential responses for solar geoengineering, held at the International Summer School on Geoengineering Governance in Banff, Canada in 2019. This opening paper introduces geoengineering and the concerns it raises, particularly as they pertain to governance; reviews the design and use of scenario exercises to inform decisions under uncertainty, including their prior uses related to climate change and geoengineering; and outlines the aims, design, and process of this scenario exercise.

The Summer School Oncology Groningen: Improving a Successful International Course by Refining the Old, Maintaining What’s Good

For more than two decades, the International Summer School Oncology for Medical Students (ISOMS) has organized a biennial 2-week international summer school program in Groningen, the Netherlands. The summer school aims to increase knowledge about general cancer care, reduce fear of talking to cancer patients, and expose students to cancer-related problems. After 22 years, there was a need to improve the summer school format, the application procedure, and the intensity of the course. Here, we describe and evaluate these and additional changes that were made to the program. Several changes were made to the summer school format. The course was shortened from 10 days to a more intensive 7 days. The scientific program was integrated with the clinical program and students were taught scientific writing and presentation skills. The application process involved a personal video pitch. Importantly, the new summer school format was organized by a committee in which medical students had the lead. To evaluate the changes to the summer school, we conducted knowledge tests and regularly obtained feedback. There was a high overall student satisfaction, with a median score of a 9 out of 10. Students appreciated the interactive sessions and practicals and the scientific program, and were satisfied with the course level. All students had improved test scores. Improvement points highlighted the need for a less packed schedule and more lectures on basic oncology principles, or were related to specific lectures. The student-led innovation and adaptation of the ISOMS has been successful.

Field investigation of volcanic deposits on Vulcano, Italy using a handheld laser-induced breakdown spectroscopy instrument

Laser-induced breakdown spectroscopy (LIBS) is an important analytical technique in a variety of fields ranging from in-situ terrestrial geological field investigations to robotic exploration missions of extraterrestrial bodies such as Mars. In this study, the performance of a commercial handheld LIBS instrument was evaluated during an international summer school in 2019 that focused on the exploration of extreme environments on Earth and in space. Several sites on the Eolian island Vulcano (Italy) were investigated with different spectroscopic methods including LIBS. We focus here on the exploration of one particular outcrop with LIBS, where layered and colored ash deposits were observed. Furthermore, a laboratory study was performed to investigate and validate the effect of varying distance of the instrument to the sample. Unsupervised principal component analysis (PCA) for data exploration showed that elemental variations between the layers of the outcrop can be observed with the LIBS data from the handheld instrument. This was further confirmed by a layer-by-layer analysis of elemental correlations and depositional trends. Geologically relevant major elements such as Si, Al, Ca, Fe, K, Mg, and Na could be identified but also minor and trace elements such as F, Li, Mn, and Sr. Our results also show that the effects of varying distances of the instrument to the sample are critical for the quality of the data acquired and hence pose significant challenges to the analysis and interpretation. We propose a dedicated data pre-processing approach, which includes the masking of emission lines of Ar from the locally induced Ar atmosphere, as a possible solution to overcome this challenge. Overall, this study provides a better understanding of the performance and limitations of a handheld LIBS instrument, particularly in the context of future terrestrial and planetary field investigations.