150th Birthday of Santos Dumont

              Ten days ago, on 20th of July, the Brazilian inventor Alberto Santos Dumont would complete 150 years old, so this post is a tribute to him. He spent his early childhood 35 miles from where I live. He wrote in his time about the importance of technology to the development of countries. This post is a summary of the article published at https://en.wikipedia.org/wiki/Alberto_Santos-Dumont

             Alberto Santos Dumont (1873-1932) was a Brazilian aeronaut, sportsman, inventor, and one of the few people to have contributed significantly to the early development of both lighter-than-air and heavier-than-air aircraft. The heir of a wealthy family of coffee producers, he dedicated himself to aeronautical study and experimentation in Paris, where he spent most of his adult life. He designed, built and flew the first powered airships and won the Deutsch Prize in 1901, when he flew around the Eiffel Tower in his airship No. 6, he becoming one of the most famous people in the world in the early 20th century. Santos Dumont then progressed to powered heavier-than-air machines and on 23 October 1906, he flew about 60 meters at a height of three meters with the fixed-wing 14-bis in Paris, taking off unassisted by external launch system. On 12th November in front of a crowd, he flew 220 meters at a height of six meters. These were the first heavier-than-air flights certified by the Aeroclub of France, the first flight officially witnessed by an aeronautics body and first of their kind recognised by the Fédération Aéronautique Internationale. Santos Dumont was the sixth child of Henrique Dumont, an engineer who graduated in Paris, and Francisca de Paula Santos. The couple had eight children: three sons and five daughters. In 1873, the family moved to the small town of Cabangu in MG, for Henrique Dumont to work on the construction of the D.Pedro II railroad. In 1879, the family moved to Ribeirão Preto, where they bought a coffee farm. Until 10, he was taught by his older sister, Virginia, after he then attended schools in São Paulo e after Rio and later at the school of Engineering from Minas, without finishing the course. By reading the works of Julio Verne, with whose fictional heroes he was later compared, Santos Dumont got the desire to conquer the air. Technology fascinated him. He began building kites and small aeroplanes powered by a propeller driven by twisted rubber springs, as he says in a commentary on the letter he received the day he won the Deutsch Prize. In 1892, his father had a serious accident, with that, he left the Ouro Preto Mining Engineering School and go to France, where he took part in motor racing and cycling. The 14-bis or Oiseau de Proie, consolidated his studies of what had been done in aviation until then, finish after two months, in mid-1906, an aeroplane attached to a hydrogen ballon to assist takeoff. On 23rd October, Santos Dumont present himself at Bagatelle with the Oiseau de Proie II, a modification of the original model. The plane had been varnished to reduce the porosity of the fabric and increase lift. The rear wheel had been removed. In the morning he limited himself to manoeuvring the aircraft across the field, until the propeller shaft broke. It was repaired in the afternoon, and the plane was moved into position for an official attempt. An expectant crowd was present. At 4:45 pm, Santos Dumont started the engine. The plane lifted off and flew for 60 meters, without taking advantage of headwinds, ramps, catapults, slopes, or other devices. The flight had taken place solely by the aircraft's own means, and it was the first such achievement. The crowd celebrated, ran up to the pilot and carried him off in triumph. In 1909 he presented the Demoiselle No 20. This aeroplane schemes were published in the issues of Popular Mechanics and around 300 were built in Europe and U.S. This aeroplane consolidated Santos Dumont's role in the birth of aviation in the 20th century. This aeroplane also featured an engine of original invention by Santos Dumont and was capable of flights of up 2 kilometers and reaching 96 km/h and it was used for pilot training during World War I. Santos Dumont began to show symptoms of multiple sclerosis. On 22 August 1909 he  attended the Great Aviation Week in Reims, where he made his last flights. After an accident with the his aircraft Demoiselle in 1910, he closed down his workshop and withdrew from social life. In 1913, the Icarus monument was unveiled, celebrating his winning the Deutsch Prize, made by sculptor George Colin. Soon after this event he returned to Brazil after a 10-year absence, returning to France the following year. In August 1914, World War I began, and Santos Dumont offered his services to the France. Aeroplanes began to be used in warfare, first for observation of enemy troops, and then in aerial combat. In 1915, his health worsened and he decided to return to Brazil. That year, he took part in the 11th Pan-American Scientific Congress in the U.S. In 1918, he bought a small plot of land on the side of a hill in Petrópolis and built a small house there filled with mechanical devices, including an alcohol-heated shower of his own design. The house is now a museum. In 1930, he was hospitalised in France, in 1931, he was treated in sanatoriums in the Pyrénées. In 1932 he settled in Guarujá. In July 1932, the state of São Paulo rose up in the Constitutionalist revolution against the revolutionary government of Getúlio Vargars and aeroplanes attacked the Campo de Marte in SP. They may have flown over Guarujá, and the sight of planes in combat may have caused deep anguish in Santos Dumont who, in his nephew's absence, died by suicide at the age 59. His friend the French businessman and aviator Gabriel Voisin wrote, "Several legends were told about our Brazilian friend. They said he had an immense fortune! But how to explain the festure of this man who distributed prizes awarded for performances to charitable institutions? Not at all, Santos Dumont was generosity itself, innate elegance, kindness and righteousness".

120th Birthday of George Orwell

                Almost one month ago, precisely on 25th of June, the British writer George Orwell would complete 120 years old. He showed us the reality of totalitarian regimes, the suffering of the victims of abuse and injustice. We all must fight for democracy, justice and human rights. This post is a summary of three articles. The first was published at https://waldina.com/2023/0/25/happy-120th-birthday-george-orwell/. The second was published at https://www.wjpitch.com/opinion/2021/11/15/george-orwells-1984-is-still-relevant-today/. The third was published at https://theculturetrip.com/europe/united-kingdom/articles/what-we-can-learn-from-the-works-of-george-orwell/

                Today is the 120th birthday of the little boy who became George Orwell. They showed the animated version of Animal Farm in school.  I remember finding it exceptionally disturbing, which is the correct response, but I also remember thinking that it was strange thing to show grade school children. The first time I read 1984 was in 1984. I have read it since. The world is a better place because he was in it and still feels the loss than he left. George Orwell created some of the sharpest satirical fiction of the 20th century with works such as Animal Farm and Nineteen Eighty-four. He was a man of strong opinions who addressed some of the major political movements of his time, including imperialism, fascism and communism. After completing his schooling at Eton, Orwell found himself ay a dead end. His family did not have the money to pay for a university education. Instead he joined the India Imperial Police Force in 1922. After five years in Burma, Orwell resigned his post and returned to England. He was intent on making it as a writer. After leaving the Imperial Force, Orwell struggled to get his writing career off the ground. His first major work, Down and Out in Paris and London, (1933) explored his time eking out a living in these two cities. The book provided a brutal look at the lives of the working poor and those living a transient existence. Sometimes called the conscience of a generation, Orwell next explored his overseas experiences in Burmese Days, published in 1934. The novel offered a dark look at British colonialism in Burma, then part of the British empire. Orwell's interest in political matters grew rapidly after this novel was published. Orwell is best known for two novels, Animal Farm and Nineteen eighty-four, Both of which were published toward the end of his life. Animal Farm (1945) was an anti-Soviet satire in a pastoral setting featuring two pigs as its main protagonists. The novel brought Orwell great acclaim and financial rewards. In 1949, Orwell published 1984. This bleak vision of the world divided into three oppressive nations stirred up controversy who found this fictional future too despairing. In the novel, Orwell gave readers a glimpse into what would happen if the government controlled every detail of a person's life. 1984 proved to be another huge success for the author, but he had little time to enjoy it. By this time, Orwell was in the late stages of his battle with tuberculosis. He died on January 1950, in a London hospital.                                                        In W.J. High School English curriculum, we read many great old books. Some of these books, though written 50 to even hundred years ago, are still very significant to this day. One book that connects to our present day is 1984, written by George Orwell in 1949. It is a dystopian novel about a powerful, corrupt government taking control of the people, manipulating them and constantly watching them. It is a book that deserves especially close reading today for the way in which it captures many worrisome current trends. One of the themes in 1984 concerns the rewriting of history. The Party would rewrite history in order to maintain power over the people. Orwell's novel also introduced the idea of "thought crime" which involves believing in something other than whatever the party line happens to be. Cancel culture is another example of this in our day. Big Brother and the Party also devised a monitoring system, known as the 'telescreen,' so that they could watch the people constantly. The telescreens in 1984 collected all sorts of information and data about people's whereabouts, etc. In 1984, Orwell presents our society with an important warning about the loss of freedom and democracy. It is crucuial that people today heed Orwell's warning. It may sound silly that a book written 72 years ago could predict the future, but the truth is that Orwell's dystopia has become, in certain ways, a reality in our own days. It is our responsibility, to learn from books, like 1984, and prevent this from happening nowadays.                                                                       Can you imagine living your life controlled by oppressors? Of course not! George Orwell was determined to raise public awareness of the dangers of extremism and autocracy, which he did through his novels and short stories. Living in the shadow of the two world wars, Orwell wrote with a conviction bred from an insight and personal knowledge of the nightmarish atrocities committed by some political regimes. Orwell's famous Animal Farm is a must-read novel, It is written in the style of one of Aesop's fables, and uses animals om an farm to tell the story of the Soviet communism. It is a real eye-opener. You will be enchanted with the character of Boxer, the horse, who is depicted as one who has made a huge contribution to the prosperity of Animal Farm and the building of the windmill. But in his naivety he trusts all the leaders even though he is being starved and exhausted. This is the most powerful and poignant lesson Orwell has taught us in Animal Farm. It scrutinises Joseph Stalin's Communist Party and his cruelties and hypocrisies during 1920-1947 government. Orwell believed that corruption lies within the leaders who destroy or drive away anyone who dares to think differently. This is a lesson taught to readers not to bow down to dictators. 1984 is Orwell's ultimate novel. Read it again and again, and each time you will find a new political message. It is considered to be Orwell's best work. Why? Because it deals with humanitarian issues and remains one of the most powerful warnings against the dangers of a totalitarian society. Nobody was safe, and that was a frightening fact. In 1984 normal people, represented by the characters of Winston and Julia, are forbidden to have sex, eat illicit foods, or commit any thoughts or feelings to writing. Everything in a totalitarian regime is completely wiped out. Expect 'Big Brother' to watch you 24/7, whether you are eating, sleeping or playing. In this world there is not privacy, only torture.

Impacts of a full-time school program on learning

                      This week will finish the public consultation of the Brazilian government about the new high school. If we look to high school in other countries we'll see that this kind of flexibilization of subjects and eletive subjects have been a reality for many years. We have to remember the initial proposal of the new high school was simply the students choose the subjects according to what he/she is intending to study in the university and technical course for those that don't want to study in the university. This post is a summary of three articles. The first was published with the incomplete title above in 2022 at https://www.scielo.br/j/ee/a/XjMWSdzS59Pky6wL5jdCcBd/. The second was published athttps://www.ourkids.net/pl-en/education-european-countries.php#maincontent. The third was published at https://en.wikipedia.org/wiki/Secondary_education_in_the_United_States

                     Brazil has undergone a major expansion of education in recent decades, but the quality of the educational system still remains a problem. To improve student learning several efforts are being made, including lengthening the school day. Data from 2018 shows that Brazil has a school day shorter than the average of the OECD countries and shorter than other Latin America countries and the U.S. The Brazilian National Education Plan foresees that, by 2024, 50% of public schools should be full-time. It is not straightforward to assume that longer school hours imply gains in academic performance. For example, the federal program Mais Educação, created in 2007 with the intention of expanding full-time education seems to have been unsuccessful in increasing student performance. The educational production function relates the imputs to the maximum possible learning and is based on the production function in firm theory. Among the various inputs, we have those related to families, peers, and the school, such as teacher quality and available infrastructure (library, classroom size). Among the school's inputs, we have the time the student stays at school (number of hours per school-day, number of school days in the year). Success in learning depends on the amount of time that a person spends learning a given task, given the amount of time needed to learn the task. Altough Carrol's model indicates a positive relationship between instruction time and learning, Levin and Tsang (1987) shows that the mechanical increase in the school day may be an inefficient policy to improve performance of students. The point here is that there is a relationship between time devoted to learning and effort. The theoretical result is that the student will reduce his efforts if the additional instructional time is higher that the equilibrium. However, the additional instruction time may have an effect on student's performance if combined with other changes in learning. Policies that make schools more attractive, making the learning experience more interesting, may eliminate the student's effort reduction. All these variables enter into the educational production function, with possible impacts on learning, in addition to classroom time and the learning environment. There are papers that analyze the impact of these other variables on learning. For example, teacher turnover, school accountability, etc. It is also important to highlight different benefits that the PEI (programa de ensino integral) can generate in the long term. Evidence shows that school performance has an impact on future wages, even controlled for years of schooling. There is also evidence of a positive relationship between test scores and school attainment. And is this positive relationship between test score and school attainment is valid, it is important to mention Lochner (2011) who deals with some of the nonproduction benefits of education, especially on crime and health. Macro evidence also shows higher economic growth for countries with better educational quality.                                                                                                                                                            Secondary education in Poland covers general high school as well as technical schools. Students can choose some of the subjects they will take. The last level of compulsory British education is high school. The curriculum already includes fewer subjects, and the focus is mainly on the classes with which students want to pursue further education in university. Education ends with an exam called GCSE (General Certificate of Secondary Education). After completing primary school in Germany, students can choose from further education in three institutions: 1) Hauptschule - emphasize preparation for a specific profession. After graduation students are enable to practice a craft. 2) Realschule: intended mainly for people who are interested in the economy or a specific job. The curriculum here includes science and foreign languages. 3) Gymnasium: the wide range of subjects aims to prepare students for university. After completing the first level of education, students in Spain go to high school. The first stage of high school in mainly lessons on elementary subjects, a foreign language as well as general vocational education. Students are assessed using points from tests and activity in the classroom. The number of points determines the final assessment at the end of the year. A certificate at this phase enables further education in upper high school or a vocational school. Upper high school or Bachillerato is designed to prepare students to study at university. The main focus here is on lessons related to young people's interests or future career plans.                                             Many high school in the U.S. offer of vocational or university preparation curriculum. Schools that offer vocational programs include a very high level of technical specialization, e.g. auto mechanics or carpentry, with a half-day instruction work program. Many states requires courses in the "core" areas of English, sciences, social studies, and math. Public high schools offer a wide variety of elective courses. Some schools require students to earn a few credits of classes considered electives, common types of electives include: Visual arts (drawing, painting, film studies). Performing arts (choir, drama, band, guitar). Vocational education (woodworking, metalworking, auto repair, agriculture). Information technology (programming, robotics, graphic design, web design, video game design). Business education (accounting, data processing, entrepreneuship, finance, management, marketing).