Industrial School Research Articles

Lviv school of design of the environment 1872-1918: Theoretical principles and their implementation

Formulation of the problem. Teaching the design of the environment, as well as practical achievements in this field of artistic creativity of teachers, students and graduates of Lviv National akademy of arts, have a thorough basis. Lviv school design of interiors has a long history, and the chair of design of the environment of Lviv National akademy of arts is the heir to the traditions and achievements of several generations of Lviv artists. It is important to reveal the process of formation in Lviv artistic design education, the theoretical foundations of the artistic organization of the subject environment surrounding a person, to identify and compare historical levels in the development of works, their technological and stylistic changes in time, investigate the relationship between different artistic techniques and options design at different stages. Analysis of recent research and publications. Important is the study of Alexander Noha on the theme of the Lviv design school. In his book 2001 «Ukrainian art-industrial ceramics in Galicia (1840-1940)» is considered a period of birth and development of industrial design in Lviv [10]. The activities of the architect Ivan Levynskyi and his school, especially in the art of ceramics important for the design of the environment, were covered in collective monographs: 2019 «Ivan Levynskyi. Impulse» [6] and 2020 «Ceramic code of Ivan Levynskyi» [7]. Architecture and design of public spaces in the structure of historical residential building of Lviv on the verge of the XIX-XX centuries became the object of scientific research in articles and in the candidate’s thesis Olga Lysenko [8]. Similar issues (secession design of the entrance spaces of Lviv buildings) are partially solved Yulia Bogdanova and Zhanna Komar in their 2014 book-album «Secession in Lviv» [24]. The analysis of the source base revealed that to date no comprehensive study of the development of the Lviv school of subject-spatial environment design has been carried out. This problem requires a multifaceted and synthetic approach. The purpose of the article: to consider the forming factors, the theoretical principles of the Lviv design of the environment and their practical implementation in 1872-1918, introduce new facts to scientific space, surnames of artists and their works. Study Results. For the first time there is a comprehensive scientific study of the stylistic evolution of the Lviv design of the subject-spatial environment – from the neo-styles of historicism to secession (art nouveau), modernized empire and early art déco. The universal essence of the secession provided it gradually, but continuously growing coverage of various types of creativity and became one of the main formative factors of a subject-spatial design in the capital of Galicia at the beginning of the twentieth century. The article reveals the formative factors of the design of the environment, illuminates the regularities of the emergence and establishment of artistic and design education and practical activities in this area of the creativity. The emergence of theoretical principles of artistic design in Lviv is shown, starting with articles and public speeches of Julian Zachariewicz. The history of Lviv design of the environment is systematized, in many aspects the works of individual artists of different nationalities are analyzed, their previously unknown works, which are introduced into scientific circulation for the first time, are revealed. In particular, the creative work in the field of design of W. Sadłowski, A. Zachariewicz, I. Levynskyi and his followers, T. Obmiński, M. Olszewski is studied. Getting to know the achievements of leading European art centers, Lviv design school has maintained its independence and originality. The peculiarity of its representatives was the complexity of the polyethnic structure, the multilayer of the topics and motives (the sources of which were diverse aspects of national life and the tradition of everyday life) and in the use of the treasury of regional cultural achievements. Conclusions. The analysis of creativity of artists of the Lviv school design of the environment showed its artistic integrity, revealed a large socio-cultural and artistic significance of objects of subject-spatial design of the period of 1872-1918.The historical change of styles in the design of public and residential interiors of Lviv, the formative factors of design, the achievements of teachers and graduates of the Artistic and industrial school are considered. Until recently, the existing idea of the Lviv art of design was significantly supplemented, and new facts and works were introduced into scientific circulation.

Marie Mason Potts: The Lettered Life of a California Indian by Terri A. Castaneda (review)

Reviewed by: Marie Mason Potts: The Lettered Life of a California Indian by Terri A. Castaneda Kevin Whalen (bio) Marie Mason Potts: The Lettered Life of a California Indian by Terri A. Castaneda University of Oklahoma Press, 2020 BIOGRAPHICAL ACCOUNTS of Indigenous experiences in the early twentieth century remain somewhat few and far between. After a spate of as-told-to biographies written in the mid-twentieth century that often blurred the line between non-Native writers and their subjects, biography fell out of favor among historians and anthropologists. With Marie Mason Potts: The Lettered Life of a California Indian, anthropologist Terri A. Castaneda joins a growing group of scholars working to refresh the medium as she brings to vivid life the rich and varied life of a Mountain Maidu activist. While Potts became a prominent journalist, political activist, and cultural leader among California Native people in the decades after World War II, Castaneda begins her account by drawing a painstaking portrait of Potts's Big Meadow community of Mountain Maidu people in the mid-nineteenth century, effectively using settler colonial theory to underscore the changes brought by the arrival of non-Native gold miners, land speculators, and (later) settlers. Castaneda then explores Potts's experiences at the Greenville Boarding School, Carlisle Indian Industrial School, and after returning home to northern California. The second section of the book details how Potts rose to political prominence through editing Smoke Signals, a news publication for California Native people, and by participating in the Federated Indians of California, a group that pushed for just compensation of California Indians under the Indian Claims Commission Act of 1946. Castaneda then analyzes Potts's rising importance as a cultural leader and collaborator with anthropologists in the 1950s, 1960s, and 1970s. Finally, the book closes with respective explorations of Potts's roles within the National Congress of American Indians and the urban Indian community of Sacramento. Through it all, Potts left a voluminous paper trail, and Castaneda demonstrates thoughtfulness in incorporating these written sources, as well as interviews with descendants and Native community members in Sacramento. Driven by the careful pen of Castaneda, Marie Mason Potts adds depth and texture to what we know within many critical areas of California Indian history and Native American history more broadly. For example, Potts sought out the opportunity to attend Carlisle Indian School, and her experiences at [End Page 133] Carlisle and after returning home reflect agency and its limits among boarding school students, both at school and after returning home. Potts's leadership within the Native community in Sacramento adds a crucial knowledge of Indigenous urbanization in the decades before World War II. Additionally, Castaneda's analysis of Potts's participation in the Federated Indians of California and the National Congress of American Indians, and her long run as editor of the Smoke Signal, provides a crucial window into California Native communities during the upheavals of the Indian Claims Commission and termination. Moreover, Potts's political activism as limned by Castaneda demonstrates the critical ties between local experiences and national Indigenous politics during the first half of the twentieth century. The journey of Potts was long and rich with meaningful experiences; as relayed by Castaneda, these stories bring to life both the uniqueness and exceptionality of Potts's stories and their relationships to the broader challenges and opportunities faced by Native people in California and beyond. Analyzing a life as long and rich as Potts's presents some challenges. Potts's life touched many themes and subfields that are often approached in isolation from one another by academics. Boarding school experiences, wage labor, political activism, and the development of community-oriented anthropological methods—each of these topics fill separate shelves at university libraries. Relating the experiences and activism of Potts to the literatures of each of these fields requires considerable time and attention, and in lesser hands scholarly context might compete with the narrative arc of Potts's life. Castaneda handles this difficult work with aplomb. Marie Mason Potts is an exceptional book, and it offers renewed promise for the possibilities of biographical study as a lens into Indigenous experiences of the early twentieth century. [End Page 134] Kevin...

"To keep the Catholics intact": The Catholic Experience at the Carlisle Indian Industrial School, 1883–1918

"To keep the Catholics intact": The Catholic Experience at the Carlisle Indian Industrial School, 1883–1918

To the 140th anniversary of the birth of Professor Vasiliy Stepanovich Smirnov

This year marks the 140th anniversary of the birth of Vasiliy Stepanovich Smirnov (1882–1958), PhD in Engineering, professor, honored worker of science and technology of the RSFSR. V.S. Smirnov began his teaching career in 1907 at the Moscow Industrial School, which was then reorganized into the D.I. Mendeleev Institute of Chemical Technology. Since 1908, he taught chemistry and commodity science in trade schools, and since 1913 — at the Moscow Commercial Institute (later the Plekhanov Moscow Institute of National Economy), now the Plekhanov Russian University of Economics. For more than 45 years, he taught a course in commodity science of grain and flour products at the Plekhanov Moscow Institute of National Economy, where he organized a grain laboratory and for 10 years, from 1947 to 1957 he was the head of the Department of Commodity Science. For the first time in 1915, he wrote the section “Cereal Bread, Flour and Wheat Bread” in the textbook “Food Products”. In 1938, he wrote “Grain Products”, a four-volume textbook for higher educational institutions, and when it was reprinted in 1950, he was also the editor-in-chief of the entire textbook. In his research work, V.S. Smirnov pursued the goal of organizing technochemical control at processing enterprises to stabilize the quality of flour and cereals. He published more than 75 scientific articles, and 15 PhD theses were defended under his supervision. Vasiliy Stepanovich was a well-rounded specialist; his lectures were characterized by depth of content, practical orientation, and accessibility in acquisition. He was an excellent methodologist, and the textbooks prepared by him have not lost their significance up to date.

The Decline of the Northern California Indian Association

Thousands of Indians in Northern California were landless, impoverished, and all but forgotten at the turn of the twentieth century. The Northern California Indian Association (NCIA), formed by Christian women in the Santa Clara Valley, sought to improve conditions for these people and spurred the federal government to provide them with land. After fifteen years of success and growth, in the 1910s the NCIA pivoted from supporting direct fieldwork among the Indians to establishing an Indian industrial school near Sacramento. A fire at the school in 1917 caused a devastating setback for the association. Despite having the financial health to survive this loss, the NCIA struggled to carry on. Decreasing membership numbers and an aging leadership indicated critical weaknesses in the organization. World War I and secularization exacerbated these structural problems. The NCIA viewed the emergence of a new organization, the Indian Board of Co-operation, founded by Frederick Collett and Beryl Bishop-Collett, as a significant threat. Frederick Collett accused NCIA members of subverting the fledgling board by maligning the Colletts among government Indian agents, attempting to prevent the board’s participation at the Panama–Pacific International Exposition, and urging the courts to remove a foster child from the Colletts’ care. With few voices advocating for the Indians of Northern California during this period, the NCIA succeeded in influencing government policy and shaping federal Indian policies and programs. The NCIA’s decline allowed a new organization to press for a new round of federal assistance while pushing state and local officials to take greater responsibility for California’s Indigenous peoples.

Multicriteria Course Mode Selection and Classroom Assignment Under Sudden Space Scarcity

Problem definition: Although physical (or “social”) distancing is an important public health intervention during airborne pandemics, physical distancing dramatically reduces the effective capacity of classrooms. Academic/practical relevance: During the COVID-19 pandemic, this presented a unique problem to campus planners who hoped to deliver a meaningful amount of in-person instruction in a way that respected physical distancing. This process involved (1) assigning a mode to each offered class as remote, residential (in-person), or hybrid and (2) reassigning classrooms under severely reduced capacities to the non-remote classes. These decisions need to be made quickly and under several constraints and competing priorities, such as restrictions on changes to the timetable of classes, trade-offs between classroom density and educational benefits of in-person versus online instruction, and administrative preferences for course modes and classrooms reassignments. Methodology: We solve a flexible integer program and use hierarchical optimization to handle the multiple criteria according to priorities. We apply our methods using actual Georgia Institute of Technology (GT) student registration data, COVID-19–adjusted classroom and laboratory capacities, and departmental course mode delivery preferences. We generate optimal classroom assignments for all GT classes at the Atlanta campus and quantify the trade-offs among the competing priorities. Results: When classroom capacities decreased to 20%–25% of their normal seating capacities, optimization afforded students 15.5% more in-person contact hours compared with no room reassignments (NRRs). Among sections with an in-person preference, our model satisfies 87% of mode preferences, whereas only 47% are satisfied under NRR. Additionally, in a scenario in which all classes are preferred to be delivered in person, our model can satisfy 90% of mode preferences compared with 37% under NRR. Managerial implications: Multiobjective optimization is well suited for classroom assignment problems that campus planners usually manage sequentially and manually. Our models are computationally efficient and flexible, with the ability to handle multiple objectives with different priorities and build a new class-classrooms assignment or optimize an existing one, and they can apply under normal or sudden capacity scarcity constraints. Funding: This work was supported by a grant from the Thos and Clair Muller Research Endowment Fund of the Georgia Institute of Technology’s H. Milton Stewart School of Industrial and Systems Engineering and a grant from the Georgia Institute of Technology Executive Vice President for Research COVID-19 Rapid Response Seed Grant Program. Supplemental Material: The e-companion is available at https://doi.org/10.1287/msom.2022.1131 .

Seen but Not Seen: Influential Canadians and the First Nations from the 1840s to Today

2021 was annus horribilis in Canada. Preliminary investigations suggested that numerous unmarked, untended child graves may lie around defunct Indian Residential Schools. Statues of revered founders of public education and of the nation were toppled. Ongoing devastation was attested in footage of an Indigenous patient taunted by Quebec hospital staff as she lay dying. Historians and educators are left wondering how to better convey the evils while continuing to love and honor the good. Such a goal motivated Donald Smith, long-time University of Calgary historian of Indigenous Canada, award-winning scholar of Mississauga leaders, and textbook author with countless Indigenous friends; a public intellectual who cautions against “genocide” terminology (Literary Review of Canada) and the condemnation of educator Ryerson on flimsy evidence (Ontario History). Smith’s Seen but Not Seen: Influential Canadians and the First Nations from the 1840s to Today offers readers unparalleled expertise on Canadian indigeneity across two centuries.The author makes it clear there was little meeting of the minds between the dominant society and the sparse, scattered Indigenous peoples (as little as 1 percent in many regions of nineteenth-century Canada, compared to 4.9 percent overall today). Smith explores influential Canadians (politicians, scholars, ethnographers, missionaries), many living in southern regions where the Indigenous population scarcely registered. They assumed (with varying degrees of good and ill will) that assimilation was the natural and desirable course. In the 1840s even some Anishinaabe leaders agreed, offering treaty money to help establish industrial schools, hoping that educated graduates would eventually run them. But Indigenous voices in this book mostly resisted, notably by repeated refusal of franchise and other citizenship rights when it meant giving up Indian status.Smith sees marked differences in the book’s array of assimilationists. The study is justifiably hard-hitting against an early twentieth-century superintendent of the Department of Indian Affairs, Duncan Campbell Scott. This long serving autocrat took every opportunity to augment powers of sometimes-corrupt Indian agents, to criminalize traditional ceremonies and councils, and to facilitate land takeovers, suppressing any pushback from the group he was supposed to serve. By contrast, the author introduces us to a number of Indigenous friends and even some of the tolerant actions of Prime Minister John A. Macdonald. Most, I think, would argue that such things scarcely offset his deliberate policy of starving the Plains Cree onto reserves. Historians weigh shortcomings against major accomplishments. The real defense of the wily Macdonald is that, despite deplorable Indian policy, he was singularly skilled in bringing together disparate provinces in the face of American annexationism; it’s unlikely Canada would exist without him.The author succeeds very well in his goal of avoiding “presentism.” The discursive style can be distracting, since in addition to sixteen individuals named in chapter headings, more than a dozen other characters drop in unannounced. Fortunately, some are as fascinating as Mohawk poet Pauline Johnson, fake Indian Grey Owl, and various dedicated white supporters of Indian activism. The reader who stays focused will appreciate a book that exceeds the sum of its parts. It forms a sort of diorama from early days at Grand River and New Credit in Upper Canada through buffalo-hunting, missionary, and homesteading days on the Prairies. We see the construction of a toxic Department of Indian Affairs in Ottawa. We meet Emily Carr and Paul Wallace, who made friends in remote villages and introduced West Coast totems and Peacemaker stories to an ignorant public.Breakthroughs came with the Indian Association of Alberta, British Columbia’s Native Brotherhood, Harold Cardinal’s 1969 The Unjust Society, and other voices of resistance. Smith leaves the proliferation of post-1970 activism to a later historian who may bring longer-term perspective. The book does close with a helpful fifteen-page compendium of the many accomplishments, including fierce resistance to the assimilationist 1969 White Paper, the standoff at Oka, the Truth and Reconciliation Commission, judicial breakthroughs, and land-claim and residential-school settlements. This nuanced, contextualized discussion of earlier history is a welcome start.

Legacies of the Magdalen Laundries: Commemoration, Gender, and the Postcolonial Carceral State ed. by Miriam Haughton, Mary McAuliffe and Emily Pine

Reviewed by: Legacies of the Magdalen Laundries: Commemoration, Gender, and the Postcolonial Carceral State ed. by Miriam Haughton, Mary McAuliffe and Emily Pine Eamon Maher (bio) Miriam Haughton, Mary McAuliffe and Emily Pine (eds), Legacies of the Magdalen Laundries: Commemoration, Gender, and the Postcolonial Carceral State (Manchester: Manchester University Press, 2021), 274 pages. This is a very important addition to the ever-increasing list of academic studies dealing with the dark shadow cast by the presence of the Magdalen Laundries in Ireland and the sad legacy they left in their wake. In their introduction, the editors explain how it is incumbent on Irish society to face up to the reality of what went on behind the walls of these institutions where girls and young women were sent, sometimes for having become pregnant outside of marriage, but often for the simple reason that their parents were deemed incapable of looking after them properly. One can detect the (justifiable) anger of the contributors to this collection at the obvious collusion of Church and state in what some would describe as the unlawful incarceration of more than 10,000 girls and women between the years of 1922 and 1996. As someone who comes from Roscrea where Sean Ross, a Mother and Baby Home, was located, I am well-placed to understand society’s ability to ignore things happening under its nose. I was totally ignorant of the previous function of the abbey before I read Martin Sixsmith’s award-winning book Philomena and saw the powerful film version of the same name. For me, St Anne’s (as it was called when I was growing up) was a much-lauded school for children with disabilities: I never knew it had been a place where unmarried mothers and their babies were sent. Philomena Lee, the heroine of Sixsmith’s book, gave birth in Sean Ross to a son Anthony, who went on to become a highly regarded member of the Reagan administration in the US before his untimely death from AIDS in 1993. Mike (the name given to him by his adoptive parents) travelled to Ireland and visited Sean Ross on more than one occasion in an effort to make contact with his birth mother, but his efforts came to naught when the nuns denied they had any knowledge of Philomena’s whereabouts, whereas they did, in fact, know her address. Such subterfuge is a feature of how the Magdalen (often spelt with an ‘e’ at the end) Laundries and other such institutions operated. The editors rightly argue that the treatment of women in the Laundries was an expression of ‘social attitudes that viewed vulnerable members of [End Page 196] the population as morally suspect, a ‘problem’ which the state, church, and citizenry responded to through mass institutionalization.’ The multidisciplinary approach adopted by the contributors to this volume employs methodological and theoretical lenses ranging from psychology to history, readings of political, artistic and oral testimonies, site-specific dramatic and activist performances, and autobiographical testimonies from those who spent time in the Laundries. The findings of the McAleese report into the operation of the Laundries are described as providing hard evidence that the state had been directly involved in committing a large number of women to them, that it conducted regular inspections of the Laundries under the Factories Act, that it funded some of the Laundries’ operations, that Gardaí returned women who attempted to escape from them. As such, ‘State culpability for the laundry was clearly demonstrated.’ Responding to the McAleese Report in 2013, then Taoiseach Enda Kenny said in a Dáil address: ‘The Magdalen women might have been told that they were washing away a wrong or a sin, but we know now – and to our shame – they were only scrubbing away our nation’s shadow.’ Indeed, the tendency to refer to Laundries offering a refuge to ‘fallen women’ and the idea that the inmates were given an education and some training, are shown to have had little basis in truth. James Smith’s description of the ‘architecture of containment’ embodied in places like industrial schools and Magdalen Laundries, is quoted by many of the contributors in a collection that aspires to be...

We Had a Little Real Estate Problem: The Unheralded Story of Native Americans and Comedy

We Had a Little Real Estate Problem: The Unheralded Story of Native Americans and Comedy

EMERGENCE OF THE ISTANBUL ART NOUVEAU STYLE OF RAIMONDO D ARONCO: THE TRANSFORMATION FROM THE SCHOOL OF INDUSTRY TO THE MINISTRY OF FORESTRY, MINING AND AGRICULTURE AND THE JANISSARY MUSEUM

This study details the transformation of the Istanbul School of Industry (Dersaadet Sanayi Mektebi) building at the Sultan Ahmed Square which was originally built between 1866 and 1868, and now serves as the Marmara University Rectorate Building. Because of the damage caused by the great earthquake of 1894, the building was redesigned by Raimondo D’Aronco between 1894 and 1900 for use as the Ministry of Forestry, Mining and Agriculture, and the Janissary Museum was added to the building. The authors believe that this design is one of the first interpretations of the Art Nouveau movement in Istanbul and reflects its first traces in the Ottoman Empire as genius loci, although it was also interpreted differently by other experts. As known, the Istanbul Art Nouveau later became very popular, especially in residential construction. The present study discusses how the Ottoman local architectural tradition is reflected in Raimondo D’Aronco’s design together with the elements of the Art Nouveau in this building. Since the building is one of the earliest works by D’Aronco reflecting precise dates in this style, it gives us the opportunity to follow the development of his art as well. The drawings of the facade, digitally documented by using a 3D Laser scanner for the first time, additionally provide information on the construction phases as supported by researches.

Buddhist Reformist Movement in Sri Lanka Under the British Rule: Manufacturing of ‘Buddhist-Modern’ Subjects

The Buddhist reformist movement of nineteenth century Sri Lanka was a composite of wealth and the knowledge of the emerging local middle-class. The new middle class owned trades and industries, which facilitated the vast colonial economy. The Buddhist reformist movement, constituted of the new middle class, was engaged in manufacturing Buddhist-modern subjects to fill the emerging need for the modern labour force. The movement established regulated institutions—schools, industrial schools, work plants—which produced docile bodies. The movement created an ideology through a plethora of publications both in local and English language to sustain the forming socio-economic structures. The reformist movement crawled into the spaces where surveillance is difficult and started changing those spaces and people according to the new market structures. New ‘scientific’ institutional models from the West were introduced to the island, fusing them with Buddhism. The new elites empowered with wealth were searching for power, in local entities, where the caste was still prominent, and in the British spaces, where the race was prominent. Against this background, the growing middle class devised a governing mechanism that could be acceptable by both Western and local groups—making of Buddhist modern subjects.

Reconstructions: Architecture and Blackness in America

Reconstructions: Architecture and Blackness in America

Light Design In Russian Universities: What and How to Teach?

Light design as a prominent and self-sufficient branch of design has appeared and developed abroad and is a rather new part of Russian design practice. Along with solving practical problems, it is time to think on the aspects of training of light design specialists in Russian design universities. Engineering and technical, and partially artistic aspects in light design education, have international nature to a great extent, but the new specialty has been acquiring its own distinctions in Russia, which are mainly related to aesthetical problems of the profession and specific understanding of the cultural and historical context. These national distinctions have first appeared in practice and theoretical studies and then they began being translated into the educational sphere, turning into authorial education programmes and techniques and predetermining selection of design problems and their implementation methods. Light design implies training of interdisciplinary specialists, which requires a comprehensive approach to development of the educational process including innovative-technological as well as humanitarian sections, forming an unconventional model of the educational process. The Environment Design sub-department of Moscow State Stroganov Academy of Design and Applied Arts, the oldest Russian art and industry school, has gained a rich experience in artistic design in the field of light design, which comprises all leading professional trends. The methods of conventional artistic design, computer modelling, and animation skills as well as the knowledge included in the new discipline “The Basics of Light Design” have allowed developing of term and graduation projects having consideration for specific practical requirements and aiming at their future implementation.

A Research Cluster's Vision for a Pilot Factory in the South East Technological University of Ireland

A research activity proposed for the South East Technological University (SETU), Waterford in Ireland from its CONNEXIONS Catalyst pathway grant is the development of an interdisciplinary research cluster within INSYTE, which spans the schools of Business, Education, Science, Engineering and Industry. It aims to co-evolve cutting-edge models of educational delivery. This research cluster has emerged from the work of the INSYTE Centre located in the INSYTE-Cooley Research Lab (ICRL) in the Digitization Hub of the Luke Wadding Library at SETU, Waterford. Educational techniques have evolved over the past decades and these advances have not necessarily filtered down to various disciplines, e.g. engineering. The focus of this research cluster is to have the ‘Learner’ at the center of the ‘Learning Experience’ and to wrap the technology around them. This in turn, will increase the adoption and usage of such technologies. It will do this by cross-fertilization of knowledge over diverse domains to produce customised human-centred solutions for communities. Equality, diversity and inclusion are critical strands in this research. This paper shows that the European Union (EU) is supportive of changes in education required to close the skills gap in engineering and to enable reskilling to support Industry 5.0. In addition to the creation of cutting-edge models of educational delivery the vision of this multidisciplinary human centered research cluster is the establishment of a state-of-the-art pilot factory as an Irish national initiative in SETU, Waterford.

The Apache Diaspora: Four Centuries of Displacement and Survival by Paul Conrad

Reviewed by: The Apache Diaspora: Four Centuries of Displacement and Survival by Paul Conrad Kiara M. Vigil (bio) The Apache Diaspora: Four Centuries of Displacement and Survival paul conrad University of Pennsylvania Press, 2021 366 pp. Paul Conrad's ambitious and powerful work The Apache Diaspora: Four Centuries of Displacement and Survival offers historians and Native American and Indigenous Studies scholars in-depth discussions and analyses of "apacheness"—the various identities through which Native people, while living in diasporic relation to their Indigenous homelands, both defined themselves and contended with the ways they were being defined by [End Page 616] the colonial states of Mexico and the United States. As the title notes, this is a sweeping work covering four hundred years of history in order to highlight pre- as well as post-conquest experiences of Apache life in regard to captivity, mobility, and colonization. The chronological range of this work enables Conrad to contend with both Spanish and Euro-American efforts at colonization and the shifting geopolitical and cultural spaces of the USMexico borderlands. Although this work is clearly for historians of Native America and Indigenous Studies, its geographical reach will also make it of interest to scholars working in Latin American history and LatinX Studies. Given Conrad's ability to focus on the life stories and experiences of specific individuals and groups, the book will be of great interest to scholars working in American literature, as will his adept use of diaspora as both a theoretical framing device and lived-experience. Centering "diaspora" in these ways enables Conrad to add new dimensions to Native American and Indigenous Studies approaches and will also interest scholars from African American Studies, literary studies, and American Studies. Similarly, by focusing on experiences of Apache peoples in terms of mobility and also enslavement and other experiences of life in exile, there are ample opportunities for scholars working at the intersection of Afro-Native Studies to consult Conrad's work for Indigenous-centered responses to these ways of being and knowing in the world that might further enhance that growing field. Conrad's book opens with a specific example built around the story of Sam Kenoi, who had been taken prisoner by the United States at the age of eleven, when he was sent to attend the Carlisle Indian Industrial School in Pennsylvania in 1898, a critical moment for many of his Apache kin who were experiencing life as prisoners of war, living in exile in Florida, Alabama, and later Oklahoma after being taken from their homes in Arizona. Kenoi's life in exile, his first time being exposed to the conditions of diaspora, was full of "tragedy and triumph," Conrad notes, as the settler state promised him a better life through the attainment of industrial skills and an education that would assimilate him into American culture and society, even if he had to leave all traces of his Native identity behind (1). As many scholars of Native history have pointed out, this period of assimilation and allotment marks the end of violent resistance by Native people to settler colonialism. In many ways it also represents a period of growth in the colonial state's infrastructure and reach, as the Indian Office (which would [End Page 617] later become the Bureau of Indian Affairs) created new ways to confine and limit the power of its Indigenous wards. Mobility, then—for all Native people, including those the state called "Apache"—became a new site of resistance and survival. Kenoi's particular story, Conrad asserts, points us to a broader portrait of Apache life and death across North America and the Caribbean. "As Kenoi knew so well, the history of colonialism for Native people was one of pain and loss, slavery and dispossession, but it was also a history of resistance, adaptation, and return. These fantastic and terrible stories are Apache history, Native history, all of our histories" (13). Drawing on the poetry of Joy Harjo, Conrad reminds readers of the core themes of American Indian history: "rootedness and displacement, pain and laughter, a seemingly impossible but true survival" (2). Conrad uses these themes to expand on the example of Kenoi's life, arguing that his...

The Modern Conveyor System and its Construction

Rexroth systems are the right solution to move materials and it ensures a smooth transfer of material along the tracks Modern conveyor system is often used in industrial automatization. Presented system offers a full and diverse range of custom conveyor types and solutions. Designed conveyor system is an example of the use of aluminum profiles for students of secondary industrial school as a teaching tool.

Programul unei vieți: rolul lui Lajos Pákei în înființarea Muzeului Industrial și a Școlii Industriale din Cluj

"One Life’s Mission: Lajos Pákei’s Role in Establishing the Industrial Museum and the Industrial School in Cluj. The development of museums and schools of industry took place in some important industrial cities of the Dual-Monarchy, a part of the capitals in Salzburg, Graz, Prague, Brno, Czernowitz starting from the 1870-1880s. In the last quarter of the 19th century several school and some museum buildings of industry were erected in Hungary. Some of these new edifices were capable of performing dual, educational and museum tasks due to their special spaces: their list includes Ödön Lechner’s Museum of Applied Arts in Budapest, Alajos Hauszmann’s Technologic Museum of Industry in Budapest and Lajos Pákei’s Museum of Industry in Kolozsvár (Cluj Napoca). It is exactly in this period that Lajos Pákei graduated from Theophil Hansen’s studio in Vienna, and soon after, in 1880 he became chief architect of the city of Kolozsvár. In his new position the young architect played a prominent role in the infrastructural and institutional modernization of the city. One of the biggest investments of the city focused on the reshaping of the industrial institutional structure – this process was articulated around the foundation of the Museum and School of Industry of the city. Acting also as the director and professor of architectural disciplines in the school of industry of the city he had a significant impact on the development of a master builder, stone and wood carving classes and moreover in the curriculum of the educational profile of the institution. Lajos Pákei followed the architectural principles of Camillo Sitte in terms of urban city planning in Kolozsvár under the influence of the Austrian architects work published in 1889 entitled Der Städtebau nach seinen künstlerischen Grundsätzen. Kolozsvár, the par excellence renaissance town of historic Hungary. The town was the birthplace of the last great medieval king of Hungary, the earliest renaissance ruler over the Alps, King Mathias (1443-1490) whose political and cultural legacy as national king and the town’s long goldsmith and woodcarving activity have become a points of reference the late 19th century discourse on the modernization of Kolozsvár. Lajos Pákei was one of the members of the first generation of architects having accomplished their studies in the new political circumstances related to the creation of the Austro-Hungarian Monarchy. Lajos Pákei in Kolozsvár has completed diverse missions simultaneously such as did Camillo Sitte in Vienna or Joseph Leitzner in Czernowitz: he actively reshaped the urban spaces of his city, made architectural plans for the industrial museum and school, as director he influenced the educational profile of the school of industry and the acquisition policy of the museum of industry. Lajos Pákei prepared several plans for this building of dual function through almost first fifteen years. After a number of design changes the museum-school building was finally built between 1896 and 1898. Due to the rapidly growing collection, the shift in the acquisition policy from technological profile to applied arts objects, the growing number of students soon it became too small, and the construction of a purely museum building has become necessary. The building of the museum of industry has been erected in 1903–1904 opposite the previous one, according to the plans of Lajos Pákei. The first, museum-school building followed the construction principles of Hungarian secondary school architecture of its time, including a centrally positioned external wing for the technological collection. The second one – planned purely for museum purposes – followed the latest example of applied art museum buildings, the one of Joseph Schulz in Prague built in 1897–1901. The history of two buildings of Lajos Pákei in Kolozsvár reflect the specialization of educational and museum spaces, the characteristics of the changing models in industrial education and presentation of the changing profile of the collection as “ideal of a modern museum” as an attempt to develop. The study interprets the foundation and the management of the museum and school of industry as the lifetime project of Lajos Pákei in the context of architectural modernization (both in education and practice) in the Dual Monarchy and in the theoretical framework of urban planning. Keywords: urban planning, museum of industry, vocational education, decorative arts, museum of decorative arts "

Ocena pracy nauczyciela z perspektywy autoewaluacji edukacji zdalnej w opinii uczniów szkół ponadpodstawowych w kontekście ich zaangażowania, aktywności oraz bierności w procesie nauczania online w czasie pandemii

The effects of the pandemic forced the education system to switch to online education. Teachers were put in the compulsory role of doing e-learning classes. The new situation in the functioning of education has specific consequences. A problem was posed, how students rate the teacher’s work in the distance learning system. The research group consisted of 270 people aged 16–18. They were students from high school, technical secondary school and basic industry school of the first degree. The teacher’s work was assessed on the basis of the self-evaluation of remote education in the opinion of the students. The evaluation defined in this way was related to contextual variables (student’s passivity and activity during online lessons, student’s engagement in additional educational and development programs). Then the correlation between the evaluation and contextual variables was determined. The results of the analyzes lead to the conclusion, that teacher evaluation depends on contextual variables – engagement (rho = 0.545) and activity (rho = 0.497) are positively correlated, and passivity (rho = –0.474) is negatively correlated with teacher evaluation. The evaluation of remote teacher work shows that most of the students evaluate the teacher’s work at an average level. In total, the self-evaluation in the opinion of the students turned out to be positive, as approximately 60% of the respondents expressed their opinion that the teacher’s work during the pandemic is on average or more than average satisfactory, therefore, it meets the conditions set in the evaluation, and only about 40% of teachers do not fulfil these obligations.

Reflecting upon 30 Years of STEM Partnerships between Industry, University, and Public Schools: Past Lessons, Current Successes, and Future Dreams

The importance of partnerships is critical in educational arenas, but information on how partnerships form with the involvement of corporations, districts, and universities working in harmony is limited in the current literature. The teacher preparation program described in this paper is a “built-to-last” partnership model with over 650 teachers prepared to be teacher-leaders in science, technology, engineering, and mathematics (STEM) education. The authors provide a history of the program’s development, the sustainability of the program over time, the content of the various components of the partnership, and the evolution of the program, including its current status.

THE ROLE OF EDUCATION IN NEEDS ASSESSMENT FOR SELF-ACTUALIZATION AND SELF-TRANSCENDENCE IN JUVENILE DELINQUENTS

The main objective of the present study focused on the role of education in achieving the level of self-actualization and self-transcendence among inmates. The inmates were in the sensitive age of their life. They should be exposed to academic education rather than violence and the appropriate place for them is the school and not the prison. The present research was a quantitative study. The universe of the present study was the Industrial Schools, YOIS (Youthful Offenders Industrial School) in Karachi. Purposive sampling method has been applied because this form of sampling generally considers the respondents with common characteristics, untypical and deviant behavior that tries to figure out where such individuals can be found and then allows the researcher might decide to go to certain street or to a particular bar to study them. The respondents were 120 inmates, the entire population which was interviewed purposively. The data was collected through structured questionnaire and analyzed through SPSS. The major findings showed the impact of education is helpful to improve the present status and act as a predictor in satisfying the needs assessment for self-actualization and self-transcendence to make these delinquents useful and potential being when they leave the industrial school.