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One of the most famous passages in Galileo's Il Saggiatore is his declaration that "philosophy is written in this grand book, the universe, which stands continually open to our gaze". He opposed this book of nature with what he claimed was his opponent Orazio Grassi's understanding of philosophy -- "a book of fiction, productions in which the least important thing is whether what is written there is true". This paper seeks to situate this passage within the larger debate between Galileo and Grassi about the relationship between poetry and natural philosophy over the course of their publications regarding the comet controversy of 1618. During their back and forth, Galileo had claimed that "nature takes no delight in poetry", which Grassi had turned on him by alleging that he was too serious if he could not appreciate a poetic flourish in a learned debate such as theirs. This was a major insult given how central poetry and letters were to any early modern discourse. This paper argues that Galileo's "grand book" responded to this insult by both doubling down on his poetry-nature claim and illustrating that he was more familiar with poetry than Grassi. He accomplished both by referring to debates about epic poetry in late sixteenth-century Italy. This connection sheds new light on a passage that seemingly repudiates poetry, as well as contributing to scholarship that has sought to reevaluate the mathematician's engagement with the rich world of early modern Italian poetry. [ABSTRACT FROM AUTHOR]

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The Council of Emergency Medicine Residency Directors’ (CORD) Academy for Scholarship in Education in Emergency Medicine was founded in 2010 to support emergency medicine educators, advance educational methods and scholarship in Emergency Medicine, and foster collaboration among members. As one of the first academies housed in a specialty organization, the CORD Academy concept has been successfully implemented, and has now grown to thirty members in the categories of Distinguished Educator, Academy Scholar, and Academy Member in four focus areas (Teaching and Evaluation; Enduring Educational Materials, Educational Leadership, and Education Research). In this update, the Academy leadership describes the revised academy structure, evolution of the application, and reports the activities of the three Academy pillars – membership/awards/recognition; faculty development and structured programs; and education research and scholarship – in the first five years of the Academy.

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A number of art historians have noted how in around 1800 the social function of the visual arts in the Czech Lands fundamentally changed and a new ideal of bourgeois vizuality emerged. At the same time, visual culture in the Age of Enlightenment came to be seen as a ‘movement of knowledge’ through different cultural spheres. Reacting to the discussion of Daniela Tinková’s view of the Enlightenment as a process of spreading and democratizing knowledge and extending information networks, the present text develops these ideas and considers other ways in which art in the Czech Lands during the Enlightenment could be conceptualized. We point out that new centres of culture and broad-based social penetration brought not only changes in the way information on the visual arts was disseminated, but a new situation in which the exchange of knowledge across a variety of social and educational fields was no longer restricted to the hitherto clearly defined professions that had established the prevailing terminology and methodology in their own domains. For example, professional artists might now explore all sorts of fields of knowledge, while traditional humanistic art-theoretical discourse began to attract not only dilettante ‘amateurs’ but also a new class of professional art experts and critics with no formal artistic training. The study of art thus became an independent branch of knowledge, a component of education, a source of cultural and historical memory, and a badge of patriotism and personal identity. A similar shift can be observed in modes of visual perception, which in the Enlightenment were moulded by an endeavour to extend the traditional range of art consumers and recipients by means of aesthetically oriented education and training. There was also a clear attempt to fulfil the ideal of public art based on modern criteria of ‘taste’, aimed at eliminating persisting social barriers and the cultural monopoly of established aristocratic elites and creating a template for a bourgeois visual culture (sensibility, reappraisal of hierarchy of genres, instruction in drawing, growth of graphic art, etc.). This movement of knowledge also made it far easier for recipients to find their bearings in the art market (exhibitions, reviews, advertisements) by providing them with criteria for judging the quality of artworks and, more generally, promoting the visuality of the dawning industrial age (public access to art collections, industrial exhibitions, the first museums, etc.), and hence to a hitherto unseen extent opening up the world of visual art to the wider public.

Changes in the Organization of Artists in Brno in the 18th Century. The article analyzes set of normative sources which regulated the exercise of the profession of painters and sculptors in Brno in the 18th century (guilds’ statutes, government’s decrees, civic regulations, judicial sources etc.). The study interprets the decline of the artists’ guild organization in Brno in the 1750s in a wider perspective of economic and administrative reforms in the Habsburg monarchy. These reforms were marked by several particular initiatives made by the artist’s corporation in Brno, who came up with own unsuccessful proposals of various changes of the traditional city’s guild system. The study states that such initiatives should not be explained simply as symptoms of a changing urban society in Central Europe during the Enlightenment era, or as a consequence of the dynamics of proto-industrialization and the establishment of new economic as well educational institutions, but also as a result of the new product market and the demand shifted towards less expensive and more fashionable goods.

O plakatu kao sredstvu komunikacije Vrijeme u kojem živimo potpuno je usaglašeno sa novim medijima vizuelnih komunikacija u koje se nedvosmisleno ubraja i plakat, sa svojom apsolutno prijemčivom i likovno pretpostavljenom formom, koja prati, osluškuje, provocira, uzbuđuje, obavještava i uvodi u kompleksan svijet likovnosti i dizajna. Brojni teoretičari, istoričari i umjetnici raznih profila su se bavili njegovom pojavom i analizom, te predlaganjem raznih mogućnosti definisanja samog pojma plakata i plakatske umjetnosti, pa najčešće nailazimo na informacije o plakatu kao umoženoj obavijesti koja se postavlja na javnim mjestima (moguće od riječi plak -mrljica ili krpica)? U engleskom jeziku se koristi termin poster (prihvaćeno i u našem jeziku kao doslovni prevod), ili posted up (objavljeno, u smislu postavljanja na javno mjesto). U francuskom jeziku se koristi the World Biennial of Student Poster -A Case Study Abstract: The paper World Biennial of Student Poster -A Case Study aims to show the complex structure of the poster as an art form in a historico-analytical and content-wise manner. Viewing the poster in the light of the progressive technological and innovative possibilities of modern information technologies, constantly requires challenging of the scopes and justification of the existence of a "classic" poster. Its role in contemporary society has been analyzed through various forms of manifestation in the spheres of art and modern design. Insufficiently paid attention to the essence of artistic expression through the poster, which has historically been marginalized in relation to classical painting, has positively changed over time, and through the apostrofing of the strength and the range the poster reaches, it has pointed to the significant changes in the society that this type of communication has achieved. In this paper, a prominent event of the Academy of Arts in Novi Sad, the World Biennial of Student Poster, was selected for the case study, and through the analysis of eight exhibitions of the Biennial, its role since 2004 has been evaluated with an obvious improvement in pedagogical and creative work on the poster.

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Much research into structural reform in education has reported on the success or failure of individual projects. Less attention has been paid to how the discourses associated with reform are normalized in teachers’ and head teachers’ thinking, and realized in their actions. In this article, we engage with resistance at the interface of legal policy positioning and position-taking by educational professionals. Drawing on empirical data from an ethnographic study of structural change in a school in England, we deploy the metaphor of ‘the Borg’ to develop new insights into the different stances that educational professionals can take to avoid assimilation into a hive mind.

Science is by its very nature an intersubjective, public, collaborative and democratic (at least in principle) enterprise. The modern scholar of nature, in fact, cannot but communicate first of all to his/her colleagues the results of his/her research, since, in the final analysis, science is a socially shared and socially validated corpus of knowledge. The results of research must therefore be made public but non only among the specialists. The modern way of communicating science has triggered a progressively accelerating circulation of documents (rather than researchers), reversing a more than secular trend in which scholars reached the places where knowledge was deposited and archived. The modern databases, that host books, newspaper and periodicals like actual libraries and are accessible online, represent the last expression of this inverted mobility between documents and consultants.

This paper outlines the characteristics of scientific leadership and the role of Scientific Associations with their specific activities. The recent activities of the Lombard Academy of Public Health are subsequently described, including the creation, in 2019, of the Academy of young leaders in public health. Comparing to other sectors, scientific leadership dynamics take into consideration different aspects. Besides awards (Nobel Prize or several other) and prestigious affiliations, eventual indicators might be academic roles, fundraising abilities, relevant positions among scientific associations, editors of prestigious journals or editorial series and, more recently, high bibliometric indicators. The peculiar topics of public health encompass interactions with institutions, authorities, politicians, involved in different levels in health policies. Recently, in Italy, the Ministry of Health has identified parameters to be accreditated as a scientific and technical association. The role of SItI (Italian Society of Hygiene), EUPHA, ASPHER, and WFPHA appears relevant in PH, in national and international contexts, with Italian praiseworthy members constantly achieving leading roles. Considering that few training opportunities aimed to improve research and leadership skills are available, Accademia Lombarda di Sanità Pubblica (ALSP) designed the AYLPH (Academy of Young Leaders in Public Health) program. AYLPH program is a 1-year training to shape leadership skills among young professionals. A set of didactic, theoretical and practical methods was offered and evaluated.

Much research into structural reform in education has reported on the success or failure of individual projects. Less attention has been paid to how the discourses associated with reform are normalized in teachers' and head teachers' thinking, and realized in their actions. In this article, we engage with resistance at the interface of legal policy positioning and position-taking by educational professionals. Drawing on empirical data from an ethnographic study of structural change in a school in England, we deploy the metaphor of 'the Borg' to develop new insights into the different stances that educational professionals can take to avoid assimilation into a hive mind. [ABSTRACT FROM AUTHOR]

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Scientific societies and academies, which represented the path to knowledge and the way of constructing theoretical sciences, constituted a distinctive feature of the intellectual life in mid-eighteenth-century Europe. These societies worked towards knowledge—in its broad sense—within the country and towards the cooperation of scholars to exchange scientific achievements and introduce technical innovations into practice. The Royal Society in Nancy (Société Royale des Sciences et Belles Lettres), now called the Stanisław Academy, established in 1750, started research in various topics in the field of agriculture. They focused on methods of improving soil efficiency and the use of modernised farming machines in Lorraine and Bar. King Stanisław Leszczyński, founder of the institution, took great care in academic research activities, encouraging researchers to hold public speeches, advising and searching for novelties in a field, such as, for example, a new species of grass from England. He considered agriculture the driving force in the development of societies and believed that an increase in farming production would benefit common wealth. He used many innovations in his properties to underline the importance of work in agriculture and popularise various kinds of novelties.

The Council of Emergency Medicine Residency Directors’ (CORD) Academy for Scholarship in Education in Emergency Medicine was founded in 2010 to support emergency medicine educators, advance educational methods and scholarship in Emergency Medicine, and foster collaboration among members. As one of the first academies housed in a specialty organization, the CORD Academy concept has been successfully implemented, and has now grown to thirty members in the categories of Distinguished Educator, Academy Scholar, and Academy Member in four focus areas (Teaching and Evaluation; Enduring Educational Materials, Educational Leadership, and Education Research). In this update, the Academy leadership describes the revised academy structure, evolution of the application, and reports the activities of the three Academy pillars – membership/awards/recognition; faculty development and structured programs; and education research and scholarship – in the first five years of the Academy.

This article focuses on the transformative academies policy in England. Based on an analysis of documentary evidence, we argue that the policy has resulted in the fragmentation of the state-funded school system and stark variation between academies, with those within multi-academy trusts (MATs) having no legal identity. We examine the variation between funding agreements, the control by central government, the role of MATs and the governance of academies. We propose policy options to improve the current incoherent and fragmented set of provisions, including restoring the legal identity of schools in MATs and allowing academies if they so wish, to convert to maintained schools.

This paper aims to examine the changes in school composition in England from 2011 to 2017 by school type and school phase; the speed of academisation by region; and the changes in the proportions of pupils with special educational needs (SEN) at SEN Support and EHC Plan levels overall. We analyse publicly available school level data from the National Pupil Database (NPD) to document two simultaneous trends in English education between 2011 and 2017. First, we observe an increasing percentage of the schools that have become Academies, especially in the secondary mainstream sector, but also among primary schools, special schools and pupil referral units. Second, we document a decreasing percentage of pupils who were classified as having SEN. While the decrease happened across all types of schools, it was particularly steep in Sponsored Academies. This evidence does not necessarily imply that the academisation of English schools has had a negative effect on the inclusion of pupils with SEN. However, the findings have significance to provide the basis for a more in-depth analysis of these trends and the causal effects of academisation involving individual and school level analyses. They can also inform national and local policy review of how pupils are identified as having SEN and in the context of international moves toward greater inclusive education.

This article focuses on the transformative academies policy in England. Based on an analysis of documentary evidence, we argue that the policy has resulted in the fragmentation of the state-funded school system and stark variation between academies, with those within multi-academy trusts (MATs) having no legal identity. We examine the variation between funding agreements, the control by central government, the role of MATs and the governance of academies. We propose policy options to improve the current incoherent and fragmented set of provisions, including restoring the legal identity of schools in MATs and allowing academies if they so wish, to convert to maintained schools. [ABSTRACT FROM AUTHOR]

The opening of new state schools by non-state actors has intensified debates about social selection and inequality in quasi-markets. This article examines the case of England, where the government allows anyone to apply to open a new 'free school', arguing this will improve social equity. Using data from the National Pupil Database for all 325 free schools established between 2011/12 and 2015/16, we analyse whether the students attending free schools are representative of their local neighbourhoods. We develop the first analysis of whether the specifics of who opens and provides a free school impacts on who attends the school. We also analyse whether opening a free school has an impact on neighbouring schools. We find that free schools are located in areas with above-average deprivation but admit intakes that are more affluent than the average for the neighbourhoods from which they recruit. This is particularly the case for primary free schools, which also recruit students with above-average prior attainment. There is no evidence that free schools become more representative as they admit additional year groups. Significantly, we find that all categories of free school providers have opened schools whose populations are more affluent than their neighbourhoods, with the exception of academy chains. We also find that the opening of a free school leads to a concentrated loss of pupils at the closest school, except in cities, but we do not identify an impact on the student composition of neighbouring schools. Discussing the reasons for this, we conclude that free schools are socially selective and reproduce socio-economic inequalities.

As an emerging country, Burkina Faso is in a situation where writers and literary production need the State's support to build up a worthwhile body of literature. To understand the role accorded to the State, we must go back in time and analyse the roles played by academies and patrons in the promotion of French literature. According to researchers, the literature of France owes its national and international influence not only to those who produced literature, but also to institutions and individuals who committed themselves to specific actions. These were the academies and patrons, each of whom concentrated on a specific area: while the academies contributed to socialize, train, acknowledge, and publicize writers, patrons gave them glory and financial reward. In Burkina Faso, it is the State, through its cultural organs, which has replaced private, individual and/or collective initiatives by contributing to the establishment of the literary corpus. The State's policy revolves around organizing literary competitions whose guiding principles are the encouragement of creators, creative freedom and the promotion of the major literary genres and award-winning writers through media coverage and publication of their works. To implement its policy, the State has instituted two competitions: the National Arts and Letters Award (Grand Prix national des Arts et des Lettres - G.P.N.A.L.) and the President's Literary Award (Grand Prix litteraire du President du Faso - G.P.L.P.F.). The first was awarded for the 12th time in 2002 with 1008 manuscripts entered. Since 1998, the number of participants has been steadily increasing. The main reasons for this are the increases in the cash prizes awarded and the publication opportunities offered to award winners. Manuscripts accepted for this award may be in French or in any of the three national languages (Moore, Dioula and Fulani). Created only in 1994, the G.P.L.P.F. is a recent literary competition, having been awarded only three times so far. The prizes it awards are higher than those of the G.P.N.A.L., both in cash and in kind. However, it only concerns novels. The growing Burkinabe literary corpus has thus benefited from the valuable support of the State, through the literary competitions organized by the national cultural organs.

Copyright of Librosdelacorte.es is the property of Instituto Universitario "La Corte en Europa" - IULCE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The opening of new state schools by non-state actors has intensified debates about social selection and inequality in quasi-markets. This article examines the case of England, where the government allows anyone to apply to open a new 'free school', arguing this will improve social equity. Using data from the National Pupil Database for all 325 free schools established between 2011/12 and 2015/16, we analyse whether the students attending free schools are representative of their local neighbourhoods. We develop the first analysis of whether the specifics of who opens and provides a free school impacts on who attends the school. We also analyse whether opening a free school has an impact on neighbouring schools. We find that free schools are located in areas with above-average deprivation but admit intakes that are more affluent than the average for the neighbourhoods from which they recruit. This is particularly the case for primary free schools, which also recruit students with above-average prior attainment. There is no evidence that free schools become more representative as they admit additional year groups. Significantly, we find that all categories of free school providers have opened schools whose populations are more affluent than their neighbourhoods, with the exception of academy chains. We also find that the opening of a free school leads to a concentrated loss of pupils at the closest school, except in cities, but we do not identify an impact on the student composition of neighbouring schools. Discussing the reasons for this, we conclude that free schools are socially selective and reproduce socio-economic inequalities. [ABSTRACT FROM AUTHOR]

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[Academies and the creation of scientific knowledge: the circulation of ideas and censorships mechanisms]. This article analyses how European academies contributed to shape the idea of scientific truth in the second half of XVIIIth century. It focuses on the role played by academics in disseminating certain theories and censoring other ones, destined to be considered as false beliefs. Two theories stand out: mesmerism, connected to the Viennese physician Franz Anton Mesmer, and the nouvelle chimie, connected to the chemical revolution implemented by Antoine-Laurent Lavoisier. The criteria of scientific truth elaborated by academics influenced the reception of the two theories in France and Italy: mesmerism was received with popular enthusiasm while was condemned by the academic world as the invention of a charlatan; on the opposite, Lavoisier’s chemistry, after initial resistances, was accepted at the institutional level.

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Scientific societies and academies, which represented the path to knowledge and the way of constructing theoretical sciences, constituted a distinctive feature of the intellectual life in mid-eighteenth-century Europe. These societies worked towards knowledge--in its broad sense--within the country and towards the cooperation of scholars to exchange scientific achievements and introduce technical innovations into practice. T he Royal Society in Nancy (Société Royale des Sciences et Belles Lettres), now called the Stanisław Academy, established in 1750, started research in various topics in the field of agriculture. They focused on methods of improving soil efficiency and the use of modernised farming machines in Lorraine and Bar. King Stanisław Leszczyński, founder of the institution, took great care in academic research activities, encouraging researchers to hold public speeches, advising and searching for novelties in a field, such as, for example, a new species of grass from England. He considered agriculture the driving force in the development of societies and believed that an increase in farming production would benefit common wealth. He used many innovations in his properties to underline the importance of work in agriculture and popularise various kinds of novelties. [ABSTRACT FROM AUTHOR]

Previous research indicates that university students are not bridging the gap between school and university quickly or effectively enough. Therefore, there is a need to build a level of independence and foster a sense of empowerment prior to entering university, and create a supportive climate for successful learner development. Clear information and support on transition from school to employment could also be improved. Furthermore, there is a challenge for widening access and allowing people from different backgrounds to go into further/higher education. This paper will present the South East Scotland Academies Partnership (SESAP) as a successful model of a collaborative and pedagogical approach to the university pre-entry support stage and to employment. Academies students are S5 and S6 school pupils who attend classes at college and university while still at school. The Academies aim to widen access of young people residing in South East Scotland into Further and Higher education. They focus on preparing students for Higher Education while easing the transition between school and university, developing independent learning skills and building confidence. The project aspires to integrate students successfully into the academic and social aspects of university life; helps them gain a sense of belonging to a group and allows them to make a more informed choice about their selected course and institution. Academies also endeavour to provide students with the opportunity to experience work at their industry of choice and to present them with options and clear information to smooth the transition to employment. Results from a survey distributed to students showed that the Academies have been beneficial in developing their communication and independent learning skills, as well as their confidence. The latter aspects are considered important in enhancing transition. [ABSTRACT FROM AUTHOR]