ERASMUS + EXPERIENCED BY STUDENTS AND TEACHERS OF A SECONDARY TECHNICAL SCHOOL

2021 ◽  
Author(s):  
Michaela Zajacová ◽  
Vladimír Brath ◽  
Ľubica Gergelyová
Keyword(s):  
Author(s):  
P. M. Shkapov
Keyword(s):  

The article presents brief information on the main stages of the life and work of academician Konstantin Sergeyevich Kolesnikov, and his scientific and educational school created at Bauman Moscow Higher Technical School (BMHTS) to study dynamics and strength of machines and teach mechanics.


Author(s):  
A. V. Zaitseva

The article focuses on the libraries and the publishing and book trading organizations established by Moscow students in the early twentieth century. These organizations were founded to make the textbooks more available, cheaper and less deficient than they were at the moment. As the resource of the textbooks, libraries of compatriots’ associations were widespread. At the Moscow University students publishing commissions (parts of benefit societies) printed lecture notes and examination programs. Library, publishing, and trading activities were tightly bound in these societies. In the Moscow Technical School and the Moscow Women High Courses the libraries and publishing houses functioned independently of each other and of economical organizations of students. The students Library of textbooks at the Moscow Agricultural Institute was really unique, as it combined library service with book publishing for a while. Book trade was usually managed by publishers. Besides students organizations within educational institutes, there functioned a cooperative bookstore and a publishing house at the same time, common for all Moscow students. A dream, that never came true, was a Students House and united library collections of textbooks in it. In spite of many complications, the cooperation was successful, and due to it, access to the textbooks was facilitated for many students.


1974 ◽  
Vol 20 ◽  
pp. 235-245

It was a tragic irony of fate that Ronald Holroyd should have died on 29 September 1973, just on the eve of the energy crisis which suddenly and dramatically focused the attention of the Western World on the urgency of finding an alternative fuel to Middle East oil, which had almost overnight become scarce and expensive. For the outstanding work of Holroyd s career, before and during the last war, was in attempting to provide a liquid fuel based on coal, and, apart from a wartime success when availability was the paramount consideration, these attempts failed largely because Middle East oil was plentiful and cheap. Ronald Holroyd was born at Horbury, near Wakefield, on 26 April 1904, the son of Sykes and Florence Holroyd. His father started work as a boy of eleven at the firm of Sykes Bros, sporting goods’ manufacturers at Horbury, and attended evening classes at Wakefield where he proved to be a first class student and was subsequently invited to teach in the evenings. This work increased and as a result he was invited to join the full time staff of the Miming and Technical School at Barnsley, where he taught mathematics, mechanics and technical drawing. He had a quick and lively mind which remained with him until he died, a few years ago, at the age of 92, still absorbed in mathematics. Florence Holroyd, his wife, was a teacher and there is no doubt that Ronald Holroyd owed a great deal to their deep interest in educational matters, and to their encouragement in his formative years.


1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.


2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Gary Levy

This paper reflects on, and examines some issues sidelined during the writing of a doctoral dissertation that was completed at the end of 2011. The study investigated the potential of the mobile phone as a pedagogic tool in a senior secondary technical school. While the methods employed for data collection and analysis were conventional and uncontentious, a certain boldness and imaginative engagement with the empirical findings was deemed necessary in order generate a thesis that was both sufficiently substantial and original. However, an underlying tension operated wherein fundamentally philosophical impulses of the researcher had to be balanced against simultaneously present institutional expectations and practical imperatives. In particular, some key remarks of Heidegger concerning technology and thinking, vied for attention and prominence within the research project agenda. An articulation and elaboration of this underlying tension between the philosophical and the practical only became possible after the work was completed. The return and manifestation of these marginalised and latent issues are here given closer attention.


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