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This paper compares approaches to accountability in US charter schools and English academies. We examine the development and main characteristics of these two types of schools before assessing how they are accountable, to whom, and for what. Drawing on both primary and secondary sources, we explore the consequences of the accountability mechanisms in each jurisdiction. Our comparative analysis assesses the different and multiple forms of accountability to which charter schools and academies are subject. We discuss the similarities that exist in the two jurisdictions, albeit that the most consequential sanctions – closure of charter schools and transfer of academies – differ between countries. The final section concludes and highlights policy implications. [ABSTRACT FROM AUTHOR]

School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample of 23 secondary schools. Our findings reveal a fragmented state-funded secondary school system as regards overall governance, school admissions, the curriculum, and the use of funding. Significantly schools in MATs, which are governed by the trust board, lack the autonomy of either SATs or maintained schools and are instead under the ultimate control of the trust board. The paper argues that there is a need for greater consistency regarding the governance of state-funded schools. [ABSTRACT FROM AUTHOR]

School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample of 23 secondary schools. Our findings reveal a fragmented state-funded secondary school system as regards overall governance, school admissions, the curriculum, and the use of funding. Significantly schools in MATs, which are governed by the trust board, lack the autonomy of either SATs or maintained schools and are instead under the ultimate control of the trust board. The paper argues that there is a need for greater consistency regarding the governance of state-funded schools. [ABSTRACT FROM AUTHOR]

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]

A diverse range of Sikh organizations have shaped the direction of Anglo-Sikh education, including the Guru Nanak Sikh Multi Academy Trust (GNSMAT), Nishkam Schools Trust (NST), Khalsa Academies Trust (KAT) and Sevak Schools Trust (SST). The new Sikh Free Schools have also been heavily influenced by the discourse of British Multiculturalism, which is discernible in their aims, approach to education, Sikh values and attainment. This article will bring to light the political and social conditions which made Sikh Faith Schools a reality in England and their impact on the educational landscape of Britain today. [ABSTRACT FROM AUTHOR]

In 2018, academies accounted for 72% of all English secondary schools, compared to 6% in 2009. English academy schooling conforms to marketizing trends in international education reform, but Conservative politicians have also attempted to promote particular moral values. This article analyses the tensions between neoliberalism and neoconservatism and applies this analysis to a concrete debate taking place within the Conservative Party in the 2000s and 2010s. It uses arguments made by an illustrative group of Conservative politicians to explore and analyse the tension between these two reform trends. The aim of this article is twofold. Firstly, it will present the key arguments which were marshalled by a selection of thinkers affiliated with the Conservative Party in favour of educational reform. It will do this by analysing Conservative articulations of the failure of state education; the role of the consumer and the relationship between democracy and the market. Secondly, it will explore the degree to which marketizing and traditionalist impulses in education reform should be considered complimentary or contradictory. I will conclude by arguing that the parent-consumer functions as a vanishing mediator between neoliberal and neoconservative ideological positions. [ABSTRACT FROM AUTHOR]

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As England attempts to close educational attainment gaps faced by socioeconomically disadvantaged children using Pupil Premium funding, no attention is given to how different types of academies do so, nor to policy transfer's role in informing policies for disadvantaged pupils. Employing a qualitative comparative case study methodology with semi-structured interviews and documentary analysis, this research compares five primary standalone academies with five system leader multi-academy trust academies. It finds all academies support disadvantaged children with academic, pastoral and extracurricular provision. This is justified by voluntary and coercive policy transfer extending across space and time, in addition to evidence-based policies and school-specific needs prioritised to varying degrees across academy types. Overall, system leader multi-academy trust academies' structure and composition facilitate policy transfer through horizontal and vertical spread of successful practices compared to standalone academies. [ABSTRACT FROM AUTHOR]

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Copyright of Acta Universitatis Carolinae Historia Universitatis Carolinae Pragensis is the property of Charles University Prague, Karolinum Press 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 exhibition of extraordinary examples of female learning, often in the form of gifted girls, became fashionable in the eighteenth century among European aristocracy and courts. It was performed through elaborate rituals that brought together political and religious authorities, everyday society, and intellectuals, reinforcing the prestige of the girls' families and of the nation, in an age of strong cultural and political contestation. This essay considers the most celebrated Spanish female "prodigies" of the century in a comparative perspective, particularly in relation to their more widely researched Italian counterparts. My aim is to open up discussion regarding the ways in which female intellectual "exceptionality" was constructed in Europe in the eighteenth century: the different cultural, social, and political circumstances that shaped that exceptionality, the forces at work in defining it, and the possibilities and limits it offered to real women. [ABSTRACT FROM AUTHOR]

This paper examines competencies required for leadership of multi-academy trusts (MATs) to identify the learning experiences needed to make the transition to executive leadership (a concept perceived here as having accountability for multi-part organisations). As part of national government(s) drive to reduce the influence and control of local government over state-funded schools in England policies have been enacted, particularly since 2010, to create academies which were directly answerable to the Secretary of State for Education. Formed as a not-for-profit charitable company, each trust is composed of Members who act as guardians of the governance of the organisation, which is then given strategic direction by a Board of Trustees and executive leadership by a CEO. MATs consist of multiple academies, working to a single trust, and are the organisational model preferred by the Department for Education. In this paper MATs are equated to the concept of loosely-coupled organisations, formed of numerous constituent academies and held together much more loosely than a hierarchical structure would tolerate. Leadership competencies encompassed in the centrally National Professional Qualification for Executive Leadership (NPQEL) are considered inadequate generally and for the case study MAT explored here, leading the trust to introduce additional expectations of future senior leaders. [ABSTRACT FROM AUTHOR]

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Rationalising school activities through principles of standards, testing and accountability has taken a strong hold and continues to be the dominant logic for educational reform in England. This article examines the ways in which three principals of English academies understand and respond to accountability policies as required by their Multi-Academy Trust (MAT) and external demands. A sensemaking perspective is adopted to explore how school principals come to interpret, negotiate and adapt messages and pressures about accountability policies in their efforts to respond to their local contexts. Based on an analysis of data from three academies, this article highlights the active role of school leaders in the enactment processes of policies related to curriculum and pedagogy, data monitoring, resource allocation and performance management. Findings reveal the variations in the degree of autonomy the participating leaders enjoyed in some of these areas, in which they appeared to interpret and adjust policies as needed to fit their schools and communities. Insights from individual leaders' sensemaking provide an important contribution to research on how academies respond to high-stakes accountability policies in that the meanings leaders make determine the actions and decisions they take on instructional priorities. [ABSTRACT FROM AUTHOR]

How have public sector austerity and the outsourcing of school provision under the Academies programme affected the state school workforce in England? Existing research claims that teachers are being substituted by cheaper support staff and that schools are becoming increasingly dominated by managers. However, these claims focus on the period before austerity-induced budget cuts and the outsourcing of more than 9,000 schools under the Academies programme. Using nationally comprehensive data sources, analyses reveal that changes under austerity have been drastic, far surpassing those associated with outsourced Academies. Long-term increases in the number of teachers and support staff have gone into reverse, while managerial teams have continued to grow. This research has important implications for our understanding of how marketization and austerity affect state school workforces. [ABSTRACT FROM AUTHOR]

This paper looks at the flexibilisation of teachers' employment relations in England in the context of an accelerated deregulation of work and employment conditions and of educational provision. It brings to light a contrasted picture, where external flexibilisation, through the recruitment of unqualified teachers, seems to be contained by a mixture of diverse but convergent interests and norms from the State, teacher unions and employers. Meanwhile, forms of internal flexibilisation (regarding working time, pay, and job boundaries and workplaces) appear to be more pervasive. This raises fundamental questions about the meaning of 'standard' employment relations in the teaching sector. [ABSTRACT FROM AUTHOR]

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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.

While there is much (party) politicking about the social and educational backgrounds of Members of Parliament, especially presently around the composition of Boris Johnson's Cabinet, it may be observed that the educational backgrounds of Conservative and Labour education secretaries over the decades have not been wildly different. This article examines their elite biographical peculiarities, and how these combine in other education ministers and their networks of advisors to constitute a distinct 'policy community' in the pursuit of an agenda in educational reform, presently being that of academies and free schools. It is proposed that while diversity in this context may not always be found in their secondary or higher education, this does not limit, as is sometimes posited, either their capacity for compassion in social deprivation, or their understanding of diverse educational structures. [ABSTRACT FROM AUTHOR]

Introduction: Academies of health professions educators can amplify members' social capital, promoting educational innovation and organizational change. However, research in this area is limited. This article attempts to close the gap in literature with the results of a program evaluation of our interprofessional teaching academy through the lens of social capital and organizational culture. Methods: A program evaluation using a cross-sectional survey was conducted with all members of the Baystate Education Research and Scholarship of Teaching (BERST) Academy. The survey drew on a conceptual framework from previous literature on social capital, communities of practice, and faculty development evaluation. Data were analyzed with descriptive statistics and analysis of variance. Results: Overall survey response rate was 54%. More than 90% of respondents have applied the skills learned through BERST Academy into their practice. Social capital was defined with five items (Cronbach alpha = 0.87), and we found no significant difference between profession and social capital, suggesting that perceptions of social capital did not significantly differ by membership in a specific profession. Discussion: Our results showed that BERST Academy members were able to cultivate social capital through high-quality connections. An academy can serve as a unique culture within an institution to foster collaborative relationships that increase social capital, for members of different professions. In addition, an academy can also provide members with a community that benefits them in the greater organizational culture. [ABSTRACT FROM AUTHOR]

The recent schools White Paper outlined as Government policy for all schools to become part of a "strong" multi-academy trust (MAT), which means all school becoming academies. Is there evidence that such a full academisation model would deliver the results the Government desires. It is difficult to see that there is. [ABSTRACT FROM AUTHOR]

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.

Copyright of XVIIe Siècle is the property of Presses Universitaires de France 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 major vectors of cultural transfers that we propose to analyze in the context of the formation of centers of enlightened absolutisms through the works of the French Enlightenment - academies - will be, initially, the institutions conveying intellectual movements allowing the formation of these centers. It seemed important to us to give a transversal view of these institutions across enlightened Europe while taking into account the specific position of France at that time. By analyzing the main vectors of these movements - academies, and in particular the evolution of the institution of the Academy in France, we will always remain cautious and will try not to interpret the transfers as simple transplantations of the cultural models of one country to the other while demonstrating that the failure of the political and cultural project of enlightened absolutism can be read through the collapse of the official vectors of cultural transfers. [ABSTRACT FROM AUTHOR]

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.

In England, schools are able to take on academy status, which is intended by the central government to give them greater autonomy (DfE, 2018). Groups of academies can form multi-academy trusts (MATs), which typically grow in size with additional schools becoming academies and joining. One mechanism for MAT growth is sponsorship, which occurs when an underperforming school is required to become an academy and to join a MAT to facilitate its improvement. It was to explore the emerging patterns of MATs and their operation, especially in relation to sponsorship, that the research we report here was carried out. The research was conducted in two phases. In the first phase, we sought to establish the emerging patterns of MATs that sponsor underperforming schools. In the second phase, we interviewed MAT chief executive officers (CEOs) to further explore emerging patterns of MATs, the factors affecting the growth of MATs and the nature of sponsorship. Our analysis shows the development of a complex and potentially unsustainable state schooling system in England, managed by Regional School Commissioners (RSCs) and dependent on the altruistic values and motivations of CEOs of MATs to improve schools that are underperforming. [ABSTRACT FROM AUTHOR]

Policy reform around the globe has increased the autonomy that schools enjoy in spending on resources. This reform assumes that schools face strong incentives to use their resources to maximise pupil attainment and that they know best how to spend their money to achieve this aim. This study provides evidence of the relationship between governance and how schools choose to spend their money. It uses data for all state-funded secondary schools in England for the academic years 2009/10, 2011/12 and 2015/16. This enables a comparison of schools operating under three forms of governance: local authority maintained schools (LAMs); schools operated as a single 'academy' trust outside local authority control (SATs); or those in a network of academy schools governed by a multi-academy trust (MATs). The data provide no support for claims that academy schools will spend less on administration or that networks of schools will enjoy economies of scale. The data do show that academy schools spent proportionately less on teacher salaries and educational support, and more on back office costs, after taking account of pupil characteristics. [ABSTRACT FROM AUTHOR]

Since the late 1970s, Britain has moved from a Keynesian welfare state model toward a mode of governance where economic reasoning replaces politics. Education in England has not escaped this shift from government to governance described as neoliberalism. This shift toward a new governing rationality has taken shape within the English education system since the 1980s through new public management regimes and networked governance; it has accelerated with academies, or schools run outside of local authority oversight. This paper explores how Multi-Academy Trusts (MATs), or chains of academies directed by a centralized Trust Board, takes neoliberalism's governing rationality further as opaque networks of power are consolidated. Through tracing the narratives of MAT CEOs, government officials and union organizers, this paper shows how network governance enables neoliberal rationalities to predominate within MAT structures where authoritarian practices become normalized. Democratic ideals become bumps in the road to market-orientated progress requiring removal from education. [ABSTRACT FROM AUTHOR]

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Copyright of Atalanta: Revista de las Letras Barrocas is the property of Atalanta Revista de las Letras Barrocas 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.)

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.

This paper presents an overview of West and Central European mapping between 1650 and 1800. The period was marked by the emergence of distinctive types of mapping, influenced by the spirit of the Enlightenment, particularly its adoption of consciously scientific methods and reliance on direct observation, the acceptance of geography as an academic discipline and a questioning attitude towards previously accepted authority. Such maps were expensive to create and relied on sponsorship by the state and/or academies and, in their published form, on collaboration of both with the map trade. 'Enlightenment Maps' are far from being a homogeneous group, however, are of varying quality, and were less prevalent than generally assumed: many traditional types of map continued to be created, published and purchased by an ever-widening public readership. [ABSTRACT FROM AUTHOR]

Described by General Secretary of the Association of School and College Leaders (ASCL) Geoff Barton as 'beyond repugnant' (TES, 2017), 'off‐rolling' is the removal of pupils from the school roll via various unofficial means. This study positions a plethora of triggers for this form of exclusion, its prevalence and wider social implications. These perspectives will be evaluated alongside current national data and media perspectives, integrated with the outcomes of narrative accounts from practitioners in schools across England in 2018. The study concludes by commenting on the impact of performance‐driven school cultures on limiting the choices parents and pupils are able to make when confronted by the prospect of exclusion from education. The longer‐term social dangers presented by labelling a cohort of young people as marginal to education and society are considered, as is the fitness for purpose of the current education system in the meeting of pupil needs. [ABSTRACT FROM AUTHOR]

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]

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. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Prescrição e Fisiologia do Exercício is the property of Instituto Brasileiro de Pesquisa e Ensino em Fisiologia do Exercicio 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.)

Copyright of eHumanista is the property of Professor Antonio Cortijo-Ocana 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.)

In the past few decades, several countries have introduced reforms aimed at increasing school autonomy. We evaluate the effect of the introduction of autonomous academies in England on the educational trajectories of children with special educational needs. This has been done using longitudinal data on all schoolchildren in state schools in England, from the National Pupil Database. The results show that the effects of school autonomy on educational inclusion are not uniform and depend on schools' previous performance and socio‐economic composition. Schools that obtained autonomy under the control of an external sponsor (sponsored academies) were more likely to decrease the proportion of pupils with special needs and remove additional support for them. We do not observe these effects in the schools that voluntarily applied for the more autonomous status (converter academies). [ABSTRACT FROM AUTHOR]

This purpose of this study was to examine relationships among empowerment, academic resilience and positive psychological capital and identify the factors that influence on positive psychological capital in the nursing students. The data were collected from 200 nursing students in the three colleges located Y and S city and 20 April 2019 to 10 May 2019. Data were analyzed by descriptive statistics, T-test, one-way ANOVA, Scheffe test, Pearson`s correlation coefficient, and multiple regression using SPSS/WIN 20.0. program. Positive psychological capital in nursing students was significantly correlated with empowerment(r=.610, p <.001) and academic resilience(r=669, p <.001). The result of the multiple regression indicates the academic resilience predict 58.7%(F=19.47, p <.001) of positive psychological capital. Therefore, it is necessary to develop academic resilience increase education program for strategy positive psychological capital in nursing students. [ABSTRACT FROM AUTHOR]

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The provision for special educational needs and disability (SEND) within academies and across multi-academy trusts is an under researched area. Drawing on data derived from one multi academy trust (MAT) located in central England, that consists of two primary and two secondary academies, this paper focusses on capturing the practitioners' 'vision' for SEND provision, and the barriers they face in its realisation. The desire for a 'holistic approach' to SEND, characterised the main ambitions for staff, with local issues associated with 'identification' and 'support and intervention', as well as wider concerns with dwindling autonomy over practice, seen as key barriers. We consider a range of avenues that educational establishments may take in their quest to embrace holistic practice, including the privileging of a multi-dimensional approach to inclusive education, and the need for clear and decisive leadership. [ABSTRACT FROM AUTHOR]

This paper examines the organisational culture of a comprehensive school that converted to an academy in 2010 by utilising the cultural web model as a tool for analysing an academy's culture. The case study employs a concurrent mixed-method approach of questionnaires for staff with no responsibility (SNR), focus groups for staff with management responsibility (SMR) and interviews with members of the Senior Leadership Team (SLT). The subsequent results are then discussed in relation to three themes, extracted from the cultural web – 'student-centric', 'staff constraints' and 'leadership issues'. The findings from this research successfully demonstrate the model's ability to afford valuable insight into an academy by offering a depiction of its organisational culture and targets for organisational improvement. In addition, the paper presents a method for the future deployment of the cultural web which enables comparisons of an academy's subcultures. [ABSTRACT FROM AUTHOR]

In England local authorities (LAs) have had an important part to play in coordinating schools' responses to coronavirus, yet this has come after three decades where neoliberal policies have led to a reduction in LAs' status. I identify two periods of the pandemic: First, schools became childminders and the government gave LAs a key role in facilitating this. I speculate that the sudden onset of the pandemic has forced the government to ignore the established policy direction of the decline in the role of LAs. The second period is characterised by the government's desire to return schools to their normal role, and LAs having a significant part to play in enacting or denying this policy. I compare the role of LAs with Regional School Commissioners (RSCs), a more neoliberal organisation overseeing academy schools. I draw on observations from my own professional experience as a school leader during the pandemic. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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Critics claim that outsourcing the running of 7000 state-funded schools under England's Academies Programme has caused a rapid increase in the number of pupils taught by teachers without Qualified Teacher Status (QTS). However, it is unclear whether Academies are simply more exposed to contexts associated with higher rates of teachers without QTS than schools still controlled by local government. Analysis of a newly compiled dataset reveals that, net of context, the percentage of teachers without QTS is increasing in Academies relative to non-outsourced schools and that business-style governance is associated with greater Academy divergence from non-outsourced schools. Moreover, the Academies programme is widening class-based inequality in pupils' access to qualified teachers. This research, the first nationally comprehensive assessment of the impact of Academies on school workforces, draws into question the merits of neoliberal policies which outsource public services and undermine systems of professional accreditation. [ABSTRACT FROM AUTHOR]