Academic literature on the topic 'School author visits'
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Journal articles on the topic "School author visits"
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Welch, Cindy. "Reviving Reading: School Library Programming, Author Visits, and Books that Rock! (review)." Bulletin of the Center for Children's Books 60, no. 9 (2007): 393. http://dx.doi.org/10.1353/bcc.2007.0339.
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Gracheva, Julija. "Contribution of Moscow University to the Development of Schools in the Moscow School District in the Early 19th Century." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 56–67. http://dx.doi.org/10.15688/jvolsu4.2020.2.4.
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Introduction. The article explores the role of Moscow University in the formation and development of secondary and primary education institutions. One of the main means of university control of schools was a number of professors’ visits. Methods and materials. The author applies the principles of historicism, objectivity and consistency. For the first time, systematic reports from visitors and reports of trustees of the Moscow school district for the period 1803–1811 stored in the Russian State Historical Archive are used as the main sources for the history of visits. Analysis. Inspection of high schools and district schools of the district was carried out by professors annually. Visitors were appointed by the University Council at the suggestion of the trustee. The main purpose of such trips was to control the economic and education life of schools. After return, they provided the university authorities with review journals, on the basis of which school officials were awarded or dismissed. The visitors were present as deputies from the university at solemn celebrations dedicated to opening or transforming education institutions. According to the visitors, the main obstacle to increasing the number of education institutions in the Moscow school district was the unsatisfactory condition of a large part of school houses and the lack of capable teachers. This slowed down the pace of converting small public schools into county schools and required additional funds and donations from the local population. Results. Analysis of visitor reports allows us to prove that the professors were attentive to the tasks set for them, tried to visit every education institution located in the provinces they inspected. Visiting trips attracted the attention of the provincial and district authorities, as well as local residents to the needs of education institutions.
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Semenova, T. S. "Pedagogical Communication between Primary School Teachers and Pupils as a Factor in the Wellbeing of Primary School Students in Educational Activities." Psychological-Educational Studies 12, no. 1 (2020): 44–58. http://dx.doi.org/10.17759/psyedu.2020120104.
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The study of the psychological well-being of younger students in educational activities is relevant because of the significant number of publications on the facts of school disadvantaged children, the reason for which is recognized as the unconstructive organization of the educational process. In the article the author compared the interaction with pupils at the lesson of two teachers of primary classes with different level of pedagogical skill and correlated the revealed differences with the indicators of psychological well-being of their pupils. The author used his own method of registration of interactions. Pupils of two thirds classes (24 and 27 persons) of Penza secondary general education school and their teachers (2 persons) took part in the research. The results show that the interaction of a master teacher with pupils in the classroom, in comparison with a master teacher, is characterized by a greater number of visits to children and more uniform distribution of attention among children. Pupils of a master teacher outperform pupils of a teacher who is not a master in terms of psychological well-being: learning activity in the classroom and satisfaction with the teacher's relations with them.
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Nekrasov, Andrei. "Сэр Бернард Пэрс и Школа славянских исследований в Лондоне". Roczniki Humanistyczne 69, № 7 (2021): 77–90. http://dx.doi.org/10.18290/rh21697-6.
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This article covers the diverse activities of the renowned British historian Sir Bernard Pares on the development of Russian and Slavic studies in the first half of the 20th century. He was the author of several books and a fair number of articles on Russia, edited the journals The Russian Review and The Slavonic Review. Pares also founded the first School of Russian Studies at the University of Liverpool (1907) and served for twenty years as Director of the School of Slavonic and East European Studies at the University of London (1919-1939). Due to his interest in Russian politics, history and culture, frequent and lengthy visits to Russia from 1906 to 1919 and close friendship with many Russian liberals, his appointment as an official observer to the Russian army in 1915 and as a British representative to Kolchak’s army during the Civil War, Pares became one of the most authoritative British experts on Russia and rightfully assumed the position of Director of the School of Slavonic Studies. This article pays close attention to various financial and administrative problems that Pares had to cope with as the Director of the School. The author concludes that Bernard Pares’ role as a promoter of all things Russian, a translator of Russian poetry and prose, a researcher into Russian history and an organiser of Russian and Slavonic studies in Britain was indispensable.
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Makita, Jun. "Democracy Education for Children using a Cartoon Video and Mock Voting." International Journal of Asian Education 2, no. 2 (2021): 129–40. http://dx.doi.org/10.46966/ijae.v2i2.169.
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In democracy education, determining how best to teach young children about democracy and how to measure the effectiveness of such learning is difficult, as "democracy" is a subjective and intangible concept. Given the challenge that this presents to educational planners, the author has created a cartoon video about democracy accompanied by an opportunity for children who watch the video to "mock vote." The author used the video in a series of elementary school visits to teach the children the meaning of democracy. The effects of the video learning were assessed by analyzing the children's questionnaire responses before and after the class using text data mining. It was found that the children were able to assimilate the contents of the video and the themes behind the story; that is, they understood the meaning of democracy and democratic elections.
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Yukawa, Joyce, and Violet H. Harada. "Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development." Evidence Based Library and Information Practice 4, no. 2 (2009): 97. http://dx.doi.org/10.18438/b8gg7k.
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Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative. 
 
 Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development.
 
 Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes in practice. The summative evaluation identified significant changes in practice in three areas: (1) the design of inquiry-focused learning, (2) the roles of the teacher and librarian in collaborative development of instruction, and (3) the impact on student performance. Two years after the yearlong professional development course, most participants indicated that they continued to incorporate inquiry-based approaches, and over half of the participants were involving other colleagues at their schools in inquiry-focused practices. Six of the librarians assumed major curricular roles in their respective schools.
 
 Conclusion – The practice-based model of professional development appears to be effective and sustainable. It has been tested and modified by other development teams in the last two years. More extensive use of the model in other contexts with further testing and refinement by other developers is needed to ensure that the model is robust and widely applicable.
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Zavadskas, Edmundas Kazimieras, and Artūras Kaklauskas. "EFFICIENCY INCREASE IN RESEARCH AND STUDIES WHILE APPLYING UP-TO-DATE INFORMATION TECHNOLOGIES/MOKSLO IR STUDIJŲ EFEKTYVUMO DIDINIMAS TAIKANT NAUJAUSIAS INFORMACIJOS TECHNOLOGIJAS." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 6, no. 6 (2000): 397–414. http://dx.doi.org/10.3846/13921525.2000.10531623.
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In 1973 PhD (building structures}. Professor at the Dept of Building Technology and Management. In 1987 Dr Habil (building technology and management). Research visits to Moscow Civil Engineering Institute, Leipzig and Aachen Technical Universities. He maintains close academic links with the universities of Aalborg (Denmark}. Salford and Glamorgan (Great Britain}, Poznan University of Technology (Poland). Leipzig Higher School of Technology. Economics and Culture (Germany} and Aachen Technical University (Germany}. Member of international organisations. Member of steering and programme committees of many international conferences. Member of editorial boards of some research journals. Author of monographs in Lithuanian, English. German and Russian. Research interests: building technology and management, decision- making theory. automation in design. expen systems.
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Deenihan, J. T., and Ann MacPhail. "A Preservice Teacher’s Delivery of Sport Education: Influences, Difficulties and Continued Use." Journal of Teaching in Physical Education 32, no. 2 (2013): 166–85. http://dx.doi.org/10.1123/jtpe.32.2.166.
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How preservice teachers (PSTs) learn and deliver Sport Education (SE) (Sieden-top, 1994) is an area researchers believe warrants further investigation (Stran &R Curtner-Smith, 2009a). This study explores one PST’s experiences delivering SE during a school teaching placement after undertaking a practical SE module in his Physical Education Teacher Education (PETE) program. Data were collected through pre, mid- and postteaching placement interviews, along with weekly visits by the first author where observation reflections and interviews were used to investigate his experiences delivering SE. Data were triangulated and analyzed using thematic coding. Occupational socialization (Lawson, 1983a, 1983b) was used to determine the factors which influenced his delivery of SE. Results showed his SE season was influenced by his teaching orientation, sporting experiences, PETE program and school context where he was teaching. Although he encountered difficulties, he valued SE’s benefits and continued to use it during his subsequent career as a qualified teacher.
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Hautzig, Esther. "Generations Sharing the Holocaust Experience." Judaica Librarianship 8, no. 1 (1994): 87–90. http://dx.doi.org/10.14263/2330-2976.1236.
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The author's feelings and experiences in sharing the Holocaust with her own children and the children she addresses regularly in schools are discussed in this paper. From her talks and exchanges with young people, it has been the author's experience that stories of how we lived, not perished, make the greatest impact on young and old listeners. Unless we know the people's lives and what the Jewish people, as well as society at large, lost through the deaths of countless brilliant, educated, compassionate people, as well as children whose futures will always remain unknown and unrealized, we cannot fully mourn their deaths. To really know what the world lost through the Nazi terror, we must share stories of family members and of people we knew and admired with those to whom Holocaust victims are becoming statistics and numbers, not individuals with vibrant lives and futures that were cut down.
 Children particularly need to hear life stories of those who perished, not only the facts of how their lives ended. The author reports on sharing the Holocaust experience, not only with Jewish children, but with children of all religions, colors, ages and backgrounds-not only in person, but through correspondence, conference calls/ visits and classroom exchanges as a volunteer for the New York City School Volunteers Program in which she takes part.
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Stephens, Julie. "School Librarires: Are they Places to Learn or Places to Socialize?" Evidence Based Library and Information Practice 2, no. 4 (2007): 64. http://dx.doi.org/10.18438/b8d027.
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Objectives – To explore how students use the school library in their daily activities, who visits the school library, what activities occur during these visits, and how students value the school library.
 
 Design – Comparative, multi-case study.
 
 Setting – Two Norwegian senior high schools in two different counties.
 
 Subjects – Students in year one, two, and three at two high schools; and teachers, principals, and school librarians at each of the two schools.
 
 Methods – Data was collected from interviews, observations, documents, and questionnaires during the first five months of 1998. Most data was gathered from 25 observations in the school library (each observation was 3-4 hours in length). Observations were made in three specific areas of each library: work tables, the computer site, and a reading hall quiet area. In addition, seventeen 45-minute observations were made in various classrooms. To gain student perspectives and to learn how and why students valued the school library, in-depth interviews were conducted with 28 students, consisting of 2 boys and 2 girls from each of years 1, 2, and 3 at each school, plus 2 boys and 2 girls from the International Baccalaureate classes at one school. Four teachers from each school, the school librarians, and the principals from each school were also interviewed to explore attitudes about the school library, how they valued it and what instructional role they believed the library played in students’ daily lives. Sixty students completed questionnaires that asked when and for what reason students used the library, what locations in the library they used, and what the library meant to them in both their schoolwork and free time. Documents such as class schedules and curricula, and school policies and rules were also considered.
 
 Main Results – Data analysis indicated students had a lot of appreciation for the school library, but mainly for its role as a “social meeting place,” rather than as resource center for information. Students were aware of the function, purpose, and importance of the school library, but rarely used it for projects or research. The library was most appreciated for the fact that users went there to meet friends and talk. One observed group did not borrow books or bring work to do, clearly demonstrating that their purpose in the library was strictly social. There were students who used the library for research and information retrieval, but these students were the minority. Most of the students who did instruction-related activities in the library did homework from textbooks they brought to the library. There was no indication that teachers or the school librarians made any efforts to alter the attitudes of students or their use of the library as a social club. Based on observations, the researcher offered several possible reasons for her findings: weak rules and few sanctions, invisibility of the school librarians, failure of teachers to use the library or make assignments that required information seeking, and lack of a cafeteria in School A (which may have also contributed to the value of the library as a “meeting place”). Leisure-related activities in the quiet reading hall were highest among the girls, and highest among the boys at the work tables and computer sites. Daily users (occupants) of the library at School A were second and third year boys and girls. Only boys from first, second and third year vocational classes were “occupants” at School B. The occupants at both schools influenced the activities of new users.
 
 Conclusion – The findings of this study reveal a “gap between the rhetoric on instruction and school library use and actual practice” (pg.12). Students were rarely given assignments that required use of the library and there was no collaboration between the classroom teachers and the school librarian. The library was not perceived as a resource center and was not viewed as an integral part of daily instruction. Weak rules, few sanctions, misperceptions, and inadequate instructional leadership by the school librarian appeared to contribute to the observed behaviors related to library use in the two schools. The author suggests the need for organization, leadership, and the proper training of students on the use of the library. She mentions the need for principals, teachers, librarians, students, and teacher preparatory colleges to work hand-in-hand to bring about a change of attitude about – and usage of – the school library.
Dissertations / Theses on the topic "School author visits"
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Staas, Gretchen L. (Gretchen Lee). "The Effects of Visits by Authors of Children's Books in Selected Elementary Schools." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331813/.
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Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.
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Jefferson, Sonya Duggan. "Stitched from the soul an auto/biographical inquiry into one black woman administrator's voice and vision /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/aballagh/ballagh_amy_r_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 152-169)
Books on the topic "School author visits"
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Krosoczka, Jarrett. Lunch Lady and the author visit vendetta. Alfred A. Knopf, 2009.
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Author day adventures: Bringing literacy to life with an author visit. Scarecrow Press, 2003.
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Follos, Alison M. G. Reviving Reading: School Library Programming, Author Visits and Books that Rock! Libraries Unlimited, 2006.
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James, Helen Foster. Author Day Adventures: Bringing Literacy to Life with an Author Visit. The Scarecrow Press, Inc., 2002.
Find full textBook chapters on the topic "School author visits"
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Takagi, Shiho. "Impact Analysis of Overseas School Visits on Undergraduate IB Educator Certificate Program Candidates." In Educational Reform and International Baccalaureate in the Asia-Pacific. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5107-3.ch015.
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The IB Educator Certificate course is comparatively recent and courses offered have unique attributes depending on the university. The author's purpose in this chapter is to explore the impact of an overseas school visit on the undergraduate students' understanding and perception of the IB, especially in their attitudes towards other cultures. The author organized a study trip to Malaysia and Singapore, visiting four International Baccalaureate (IB) schools. Implications of the trip were explored through a qualitative survey and semi-structured interviews to analyze the effect on students' views, their understanding of IB, with a particular focus on international mindedness. A comparative interview was also conducted to compare experiences and reactions of students who only visited IB schools within Japan. The author found that overseas school visits do have an effect on students' attitudes in relation to international-mindedness and cultural awareness.
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Pereira, Sérgio. "Discursos expositivos enquanto recurso pedagógico : análise de uma experiência escolar desenvolvida entre 2006 e 2017." In Discursos Expositivos: Como, Porquê, Para Quem? Interseções: Rumos e Visões do Património Cultural. Universidade do Porto. Faculdade de Letras(FLUP). Departamento de Ciências e Técnicas do Património (DCTP) /Doutoramento em Estudos do Património (DEP), 2020. http://dx.doi.org/10.21747/9789898969682/seminariosv1a6.
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This chapter elaborates a reflection about using the expository discourses as educational resources in a school context. Focusing the teaching experience of the author, the chapter aims to show how the traditional visits to museums began to be complemented by the progressive elaboration of expositive activities within the school, extending the museum experience in time, which contributed to the students learning and to the valorisation of cultural activities among the school community.
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Pereira, Sérgio. "Discursos expositivos enquanto recurso pedagógico : análise de uma experiência escolar desenvolvida entre 2006 e 2017." In Discursos Expositivos: Como, Porquê, Para Quem? Interseções: Rumos e Visões do Património Cultural. Universidade do Porto. Faculdade de Letras(FLUP). Departamento de Ciências e Técnicas do Património (DCTP) /Doutoramento em Estudos do Património (DEP), 2020. http://dx.doi.org/10.21747/9789898969682/seminariosv1a6.
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This chapter elaborates a reflection about using the expository discourses as educational resources in a school context. Focusing the teaching experience of the author, the chapter aims to show how the traditional visits to museums began to be complemented by the progressive elaboration of expositive activities within the school, extending the museum experience in time, which contributed to the students learning and to the valorisation of cultural activities among the school community.
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Hood, Claire. "Kindergarten Writing." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4712-0.ch016.
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The author examined how the utilization of technology could impact students' narrative writing. A common issue that arises in the teaching of writing is students' ability to conceptualize a topic to write about. Often, students' writing is focused on school events and activities rather than reflecting their cultural wealth that take place outside of school. Drawing inspiration from Moll, Amanti, Neff, and Gonzalez's seminal study on how home visits can incorporate students' funds of knowledge into the curriculum, the author suggests student and family-provided photographs into the writing workshop could create a more reciprocal relationship with students' families.
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Kowalsky, Michelle. "Envisioning Change and Extending Library Reach for Impact in Underserved School Communities." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch011.
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This project aimed to improve and promote the school libraries in a K-12 district which serves primarily African American and Latino students. Surveys about the libraries were distributed to each teacher, student, and parents. Students independently and overwhelmingly reported that they enjoyed the author visits, the new books, and the library research projects which utilized them. Reactions to this district-wide library initiative contributed to the students' positive reviews of these aspects of their school libraries in roughly equal parts; in other words, students don't only appreciate the ability to surf the internet. Students in this underserved population mentioned that their class research projects turned out better, that they were able to find more information in books and online via new library computers, and that they found exciting new materials to read. Students, teachers, and parents consistently reported that they felt more interested and more successful in library research after their school library was updated and its resources were promoted.
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Bardsley, Jan. "Transbeauty IKKO." In Diva Nation. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297722.003.0009.
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This chapter explores how Ikko, transgender celebrity make-up artist and lifestyle-guide author, uses her personal story and beauty expertise to encourage all women to find self-confidence. The chapter analyzes Ikko's performances in diverse venues: music videos; high school visits; the promotion of beauty tourism to Korea; cameo film appearances; lifestyle guides; and television appearances. It is shown that in all venues, Ikko openly discusses her own history of overcoming personal adversity, offering her life as what Eva Illouz has termed a therapeutic biography and employing a language of recovery to inspire others. It is argued that this call to a personal aesthetics of virtue, beauty, and self-cultivation can lead to social change, even when the diva does not seek political action.
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Kenski, Cassandra M., and Jaclyn N. Falcone. "Humane Education." In Healthcare Community Synergism between Patients, Practitioners, and Researchers. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0640-9.ch005.
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The relationship between human and canine has long been a topic of interest, studied by many. It can be argued that the effect of a canine on their human is one of life's greatest and most impactful. Humane education recognizes this relationship and those of other animals in humans' lives. Humane education provides students with the background information necessary to properly treat animals, while simultaneously instilling a multitude of desired character traits that young people carry far into adult hood. During the 2014 and 2015 school year, an elementary school in The School District of Palm Beach County, Florida began implementing humane education in the classroom, as part of their environmental Green and School-wide Positive Behavior Support initiatives. Humane education curriculum implementation included visits from local author and President of The Little Blue Dog, a non-profit organization with humane treatment of animals at its core. A field trip to a Peggy Adams, a local, no-kill animal rescue was also provided for students in Grades 3rd and 4th, where students toured the facility and wrote haiku poetry about the pets that were up for adoption. Classrooms in Grades Pre-K through 5th were consistently exposed to topics and content pertaining to the proper care and treatment of animals, including critical character traits such as respect, empathy, responsibility, and kindness. As a result of the implementation of the humane education integration, the elementary school's student body further developed a culture in which the fore mentioned character traits (among others) were admired and adopted, creating a school environment in which respect and kindness were the expectation, and responsibility, a necessary must.
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Kimmel, Sue C. "Up Close and Personal." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch021.
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Preparing diverse students to become lifetime readers and writers is best facilitated through experiences with high quality, diverse literature and through the models of the authors and illustrators who create those works. Nothing quite brings an author or illustrator to life like hearing from them in person by hosting an author visit. This chapter explores the value of planning an author visit as an authentic means to learn about diverse authors and their work. Information is provided about identifying and choosing a diverse author or illustrator, planning the logistics of the visit, and preparing to build background and interest within the school and the community in anticipation of the visit. This information is framed with the elements for an assignment that could be employed in a children's literature course offered to pre-service teachers and librarians to create a mock plan for an in-person author visit in a school. Students could carry this assignment forward to their classrooms or libraries to plan an author visit or to write a grant to fund a visit.
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Prine, Rudy, and Chet Ballard. "Keeping Rural Schools Safe." In Handbook of Research on School Violence in American K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch020.
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The authors examine school safety and violence prevention among school superintendents in Georgia's rural public schools spanning three decades. Survey data from 1995, 2005, and 2015 provide points of comparison and contrast regarding efforts by school superintendents to keep schools safe. School superintendents are in positions with the best vantage point to know the strategies and techniques being used to protect students, faculty, staff, administrators, and visitors from crime and violence on school grounds. The longitudinal research design provides a means to sort out changes in school security technologies and shifts in policies and procedures implemented to keep students safe from harm. The authors find that rural public schools have been safe and remain so. The impact of globalization and social media present new challenges for rural school superintendents who recognize that schools are soft targets for those motivated to bring violence to school.
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Hollis-Brusky, Amanda, and Joshua C. Wilson. "Introduction." In Separate but Faithful. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190637262.003.0001.
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Using Regent Law School’s founding dean, Herb Titus, as an example, the book’s introduction lays out the aspirations and challenges facing the creation of “Christian Worldview” law schools and training programs. These institutions seek to promote and reinforce a vision of law rooted in Christianity and biblical principles, which challenges and sometimes rejects the premises of “secular legalism” that have been embraced in America and the Western world since the nineteenth century. These law schools add to the ranks of institutions meant to enable the Christian Right to pursue short- and long-term policy goals in a broader set of political venues. After briefly introducing the book’s primary case studies—Regent Law School, Liberty Law School, Ave Maria School of Law, and Alliance Defending Freedom’s Blackstone Legal Fellowship—the book’s central questions and the arc of the response are summarized. In doing so, the authors also introduce the book’s primary theoretical contributions.
Conference papers on the topic "School author visits"
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Prokofiev, A. I. "«История в настоящем совершенном времени»: семиосфера нарратива Тринадцатилетней войны 1654−1667 гг. в российской имперской историографии (1864−1912 гг.)". У VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0029.
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On the basis of an interdisciplinary synthesis of historiography and semiotics, the article proposes a new way of analysing the conceptions of historians, who studied the war between the Moscow state and the Commonwealth in the middle of the XVII century. The attention is paid not to the search for genetic links and biographical pages in the writings of researchers working in the same era. But discovery is presented of the speech units that affect the production of discourses that add up specific narratives. The author seeks to trace the processes of convergence or estrangement of scientific ideas with/from the state request, which was delivered after the January uprising of 1863–1864 in the provinces of the Kingdom of Poland (Congress Poland) and the Northwest Krai. Therefore, the aim of the study is to verify the author's vision of the usefulness and complementarity of the semiotic understanding of the interaction of the text and its creator with the history of ideas. Such understanding is a significant part of the process of historiographic accumulation of information. Concretely, the author applies this synthesis to the micro level, i. e., to the stage of specific historical research.
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Iglesias Victoria, Patricia, Gary Behm, and Tae Oh. "Intelligent Mobility Cane for People Who are Blind and Deaf-Blind: A Multidisciplinary Design Project That Assists People With Disabilities." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51926.
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Vision loss knows no boundaries; it can affect anyone, of any age, income level, race, or ethnic background, at any time. Regardless of the level of visual impairment, vision loss can impact a person’s life and their ability to complete everyday tasks. One of the greatest challenges that a blind or deaf blind person faces is the ability to navigate safely and independently through the physical world. Traveling with little or no vision at all can be challenged and inaccessible, limiting the ability to work, go to school, take care of personal needs, or socialize with others. The purpose of this paper is to describe and discuss a multidisciplinary project to design and build a low cost, light weight “Intelligent Mobility Cane” prototype that will aid deaf-blind and blind persons in navigating surroundings via real-time tactile and directional force feedback and guidance. The system is designed for providing information about a physical surrounding environment to a user. The solution developed by the team is a handle that attaches to a white cane and provides directional feedback to the user using a roller assembly. The roller assembly uses four bearings that rotate in one direction or another to indicate the direction the user should move to avoid obstacles. A vibration motor with different patterns of vibration is also embedded in the handle to warn about objects at upfront. The ultra-sonic sensors are used to convey the information of the environment to the handle itself. The finished cane physically resembles a conventional cane therefore allowing the user to still be able to sweep the cane, tap and feel the ground. To evaluate the performance and usability of the designed handle, the authors visited Association of Blind and Visual Impaired Association, where they formed a group of blind and deaf-blind evaluators. The result of the evaluations was positive and several suggestions were shared by the group to improve the cane.
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Trejo Carrillo, María Fernanda, and Rosa Amalia Gómez Ortíz. "COMPARISON OF DIFFERENT AUTHORS' VISIONS OF DIGITAL SKILLS AND TEACHING STRATEGIES IN JUNIOR HIGH SCHOOL LEVEL." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0244.
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Fontana, Maria Pia, and Miguel Mayorga. "Le Corbusier. Arquitectura urbana: Millowners Association Building y Carpenter Center." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.972.
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Resumen: La obra de Le Corbusier es una amplia exploración de soluciones urbanas y arquitectónicas que plantean relaciones de continuidad entre edificio y ciudad, arquitectura y entorno, espacio interior y espacio exterior: rampas, cuerpos bajos, entrantes y salientes, plantas libres y fachadas con espesor, son algunos de los elementos de integración y/o de mediación utilizados por el maestro suizo. El Millowners Association Building de 1954 ubicado en la ciudad de Almedabad en la India, y el Carpenter Center for Visual Arts de la Graduate School of Design of Harvard de 1961-1964 en la ciudad de Cambridge, en Estados Unidos, son dos edificios que presentan rasgos característicos en común: una volumetría básica, uso del hormigón armado visto, uso de similares elementos de fachada y una rampa que sobresale del edificio y que confiere a ambos un carácter reconocible y peculiar. Los dos edificios ya han sido puestos en relación por diferentes críticos como Giedion 1967, o Frampton 1975, e incluso se ha considerado uno como antecedente del otro. Sin embargo, un análisis comparativo permite verificar que aunque la rampa es el elemento común más evidente, éste juega un papel muy diferente en la definición de las relaciones urbanas de cada uno de los edificios con su entorno inmediato y con la ciudad. Y además que también, en la relación del edificio con la ciudad entran en juego otros elementos y soluciones arquitectónicas, que de manera solidaria, son determinantes definidores de su relación con el entorno y su carácter urbano. Abstract: The work of Le Corbusier is a comprehensive exploration of urban and architectural solutions which show continuity relationships between city and building, architecture and environment, interior and exterior space throughout elements of integration and / or mediation used by the Swiss master like ramps, lower volumes, incoming and outgoing, open floor plans and thick facades. The Association Millowners Building (1954) located in the city of Almedabad in India, and the Carpenter Center for Visual Arts at the Graduate School of Design of Harvard (1961 to 1964) located in the city of Cambridge, in the United States, are two buildings that have some characteristics in common, like a basic volume, use of reinforced concrete, using similar facade elements and a projected ramp gives a recognizable and distinctive character of both buildings. Different authors compared the two buildings as Giedion 1967 or 1975 Frampton, and have stated that one has been based on the other. However, a comparative analysis verifies that although the ramp is the most obvious common element, it plays a very different role in the definition of urban relationships of each of the buildings with their immediate environment and the city. Moreover other elements configure crucial aspects in the relationship between the buildings and the urban space creating architectural solutions and interesting relations that are crucial for the definition of the relationship with the environment and the urban character of every building. Palabras clave: Le Corbusier, Millowners Association Building, Carpenter Center for Visual Arts, Urban Architecture. Keywords: Le Corbusier, Millowners Association Building, Carpenter Center for Visual Arts, Arquitectura Urbana. DOI: http://dx.doi.org/10.4995/LC2015.2015.972