Ime hrvatske povjesničarke umjetnosti i sveučilišne profesorice Jadranke Damjanov sinonim je za avangardan, progresivan, nekonvencionalan i po mnogočemu jedinstven pristup odgoju i obrazovanju ...temeljenom na umjetnosti. U početnim godinama svoje nastavne karijere, ujedno vremenu osamostaljenja nastavnog predmeta Likovna umjetnost unutar hrvatskih gimnazija, profesorica Damjanov sa svojim je učenicima u VII. gimnaziji u Zagrebu pokrenula i uređivala godišnjak povijesti umjetnosti Umjetnost i mi, koji je izlazio od školske godine 1960./1961. do 1968./1969., a koji je u onodobnoj stručnoj zajednici prepoznat kao izniman doprinos unaprjeđenju i inoviranju srednjoškolske nastave. Unutar devet brojeva godišnjaka nalazili su se tekstovi u raznim formama, većinom kratki pisani radovi esejskog tipa, literarni i slobodni osvrti na likovna djela, pjesme, intervjui, dijalozi. Heterogenost i sloboda forme i izričaja koju pronalazimo unutar svakoga broja, zrcale raznolikost učeničkih osobnosti te intiman i dubok odnos prema umjetnosti i svijetu koji nas okružuje. Tekstovi su djelo jednog, dvoje ili skupine učenika, a pojedini su oblikovani kao niz odabranih odgovora na ankete provedene u više razreda. Brojevi su zamišljeni tematski, neki su bili povezani sa sadržajima propisanima nastavnim planom, a neki s odabranom problematikom najavljenom u uvodniku profesorice Damjanov na početku svakog broja. Tako su učenici pisali o raznolikim temama iz urbanizma, arhitekture i slikarstva, kultnoj ulozi umjetnosti, odnosu umjetnosti i tehnologije, svojoj svakodnevici i osjećajima, o iskustvu terenske nastave u Zadru gdje su izravno surađivali s restauratorima i konzervatorima te drugim temama. Svi su brojevi godišnjaka pratili obvezno načelo vezivanja tekstova za vizualni prikaz — crno-bijele reprodukcije umjetničkih djela, crno-bijele fotografije ili jednostavne crteže koje su izradili sami učenici, a vizualno ih je povezivala i prepoznatljiva naslovnica, ispisane riječi „umjetnost i mi”, za svaki broj izvedene u drugoj boji. Posebno se ističe prvi broj godišnjaka, u kojem su objavljeni razgovori učenika sa sveučilišnim nastavnicima Milanom Prelogom i Tihomilom Stahuljakom, ravnateljem gimnazije Matom Vlahovićem te profesoricom Damjanov, a kroz koje je ujedno dan uvid u raznovrsnost nastavnih metoda primjenjivanih u nastavi Likovne umjetnosti u VII. gimnaziji, što je ovaj broj obilježilo i kao mogući metodički orijentir drugim nastavnicima likovne umjetnosti, pripomoć u vrijeme kada je predmet bio na svojim počecima i kada su se tek isprobavali putovi njegova poučavanja. Odgajanje samopouzdanih pojedinaca, mladih intelektualaca, kulturne publike koja će se osjećati sigurno pred umjetničkim djelima i s užitkom odlaziti u muzeje i galerije, koji će svojoj okolini pristupati aktivno, čije su mišljenje i glas važni, kojima je u interesu boljitak njihove uže i šire zajednice, koji s lakoćom uspoređuju i povezuju prošlost i sadašnjost, kojima je još u gimnazijskim danima pružena prilika da objavljuju da izražavaju svoje mišljenje, doživljaje, stavljaju svoje znanje u funkciju — sve se to ogleda u časopisu Umjetnost i mi. Riječ je o vrijednoj i kvalitetnoj publikaciji koja predstavlja nezaobilazan izvor za istraživanje početaka poučavanja Likovne umjetnosti u hrvatskom srednjoškolskom obrazovanju, a svojom je inovativnošću i kreativnošću relevantna i u suvremenom odgojno-obrazovnom kontekstu. Kao dodatak tekstu priložen je popis svih učenika koji su sudjelovali u izradi godišnjaka te odabrani odgovori iz upitnika koji su neki od njih ispunili u veljači 2022.
Mathematics education in Serbia in the New Millennium has drawn on various traditions—Yugoslavian and post-Yugoslavian—and there has also been an acute awareness of the historical roots of ...mathematics education in Serbia before the founding of Yugoslavia in the twentieth century. In this paper I report on a comparative study of its two main journals in mathematics education since the break-up of Yugoslavia at the beginning of the new millennium. From this analysis, the focus of mathematics education is shown to be on talented students, which produces some excellent results in international competitions. However, new emerging trends are becoming more visible. First, the work of international colleagues is beginning to be published in Serbia, and second, a new community of scholars, who base their research on mathematics education rather than the mathematical content itself, is beginning to appear in some more recent publications. Nonetheless, the latter development is taking place only outside of the two journals at the center of this paper.
This paper investigates two mechanisms through which education may affect cognitive skills in adolescence, exploiting a school reform carried out at the state level in Germany as a quasi-natural ...experiment to identify causal effects: between 2001 and 2007, years at academic-track high school were reduced by one, leaving the overall curriculum unchanged. First, I exploit the variation over time and across states to identify the effect of an increase in class hours on same-aged students’ intelligence scores, using data on seventeen year-olds from the German Socio-Economic Panel. Second, I investigate the influence of earlier instruction at younger ages, using data from the German National Educational Panel Study on high school graduates’ competences. The results show that, on average, neither instructional time nor age-distinct timing of instruction significantly improves students’ crystallized cognitive skills in adolescence. Yet, there is suggestive evidence that increasing instructional time may benefit male students exacerbating gender differences in numeracy (Orig.).
In shake table experiments of structures, a lot of accelerometers are generally used to identify structural response while only a few displacement transducers are installed because large stiff frames ...are generally needed to measure displacement. Theoretically, displacement can be calculated from integrations of acceleration. However, low frequency components of measurement errors, noise and drift components resulted from permanent drift are amplified and unrealistic large displacement can be observed. To reduce low frequency errors, low-cut-filters are empirically used. This report discusses about errors of measured displacement and evaluates accuracy of the displacement resulted from integration of measured acceleration.
This article compares the labour market outcomes of high school dropouts to high school graduates who did not enrol into higher education, but immediately entered the labour market. Using parental ...educational background as an instrument on a rich administrative dataset in the Flemish Region of Belgium, we find no returns to a high school diploma on average. However, these results hide considerable heterogeneity by gender and educational track. While females and individuals in vocational education may benefit from a diploma, male graduates and students holding a general education diploma may even be worse off on the labour market than dropouts. We show that sectoral heterogeneity acts as an underlying mechanism in the returns to a high school diploma.
One of the typical damage in gymnasiums due to the 2011 Tohoku earthquake was failure at connection between RC frame and steel roof. In order to prevent the damage of connection between the RC frame ...and the steel roof, it is necessary to conduct experimental study which simulates the stress condition of connection part under earthquake, and to clarify the relation between the detail and the structural performance of the connection. Moreover, it is necessary to clarify behavior of the RC-frame and the steel frame roof under earthquake. As the start of research, cyclic loading tests on a connection between the RC frame and the steel roof were conducted. In this paper, the background of this research, parameters of specimens, the experimental method, and the outline of experimental results were described.
The socially inclusive educational expansion during the last few decades in Germany diluted the previous “elite” status of the
Gymnasium
and its certificate, the
Abitur
. In the absence of explicit ...“elite” institutions, unlike the UK, the USA or France, the question remains how social privilege is intergenerationally transferred in times of educational expansion? Several studies on this topic focused on distinction either through horizontal educational differentiation or via distinctive leisure activities. Building on Bourdieu’s theory of distinction and Lareau’s study on child-rearing practices, we argue that it is the set of different strategies of distinction that serves as a mechanism to reproduce privilege. Hence, we ask the question how parents’ and grandparents’ educational background influences the probability of applying a whole set of distinctive strategies. To test our assumptions, we use data from the youth questionnaire of the German Socio-Economic panel and analyse the effect of educational background on the application of distinctive educational strategies and distinctive leisure practices and the combination of both domains. The results indicate three main findings: first, having parents with an academic education increases the probability of applying any of the distinctive strategies under consideration. Second, having academically educated grandparents increases the probability of combining distinctive strategies within one domain. Third, the data do not support the assumption that the combination of curricular and leisure practices is particularly socially stratified.
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