Cachimbos europeus de cerâmica branca, séculos XVI ao XIX: parâmetros básicos para análise arqueológica

O tabaco foi introduzido na Europa no final do século XV. Desde então, uma das formas mais comuns para o seu consumo foi o cachimbo, além do rapé, do tabaco de mascar, do charuto e, mais recentemente, dos cigarros. Os cachimbos de cerâmica branca, largamente produzidos e utilizados na Europa desde o século XV, são encontrados em sítios arqueológicos históricos ao redor do mundo, incluindo no Brasil, em decorrência do comércio internacional, que gradualmente se intensificou após o início da conquista europeia. Eles funcionam como excelentes elementos para datação de sítios e estratos arqueológicos, tendo sido estudados em vários países a partir dessa abordagem. Ainda, esse tipo de artefato, mais que fornecer datações, permite identificar redes comerciais entre nações e desenvolver discussões de cunho social e cultural. Contudo, eles foram pouco estudados no Brasil. Visando contribuir com os estudos nacionais dessa categoria material, este artigo oferece uma revisão da literatura internacional acerca do histórico da produção dos cachimbos europeus de caulim, incluindo apresentação dos principais centros produtores; da morfologia e decoração desses produtos, considerando a cronologia do fabrico; e dos métodos de análise dos diferentes cachimbos de caulim no âmbito da arqueologia histórica.Tobacco was introduced in Europe at the end of the 15th century. Since then, one of the most traditional means for its use has been the pipe, next to the powder version, chewing, cigars, and, more recently, cigarettes. White clay tobacco pipes, widely produced and used in Europe since the 15th century, are found in historical archaeological sites around the world, including Brazil, due to international trade, which gradually intensified with the European conquest of the New World. They are excellent guides for dating archaeological sites and layers. In addition, this type of artifact, more than a dating tool, permits identifying trading networks between nations and developing discussions of cultural and social nature. These pipes, however, have been understudied in Brazil. In order to contribute to studies of this type of artifact in our country, this paper offers a revision of the international literature on the history of clay pipe production in Europe, including the presentation of main production centers; morphology and decoration of these products, considering issues of fabrication chronology; and the methods used in Historical Archaeology for analyzing clay tobacco pipes

The Educational Change Model: reforming Year 7 and junior secondary in Queensland

Queensland state schools are engaged in significant change as they implement the major reform, A Flying Start for Queensland Children. One of the most significant of the reforms is the transition of Year 7 to high school in all Queensland schools from 2015 and the introduction of Junior Secondary for Years 7, 8 and 9. The research team have been working with all 258 state high school leadership teams across the state during 2014 with a multifaceted Program that aimed to build their capacity to lead effective change processes in schools, specifically in preparation for the transition of Year 7 and the formation of Junior Secondary. The Program involved three stages. First, in Stage 1school leaders engaged in a two-day intensive professional learning where resources and strategies were provided and leaders determined their phase of implementation and how the resources could assist them to move forward through the change process. Central to this stage was the Educational Change Model (Pendergast et al., 2005) which was used in conjunction with Kotter’s 8 step Leading Change Model (2002) and strongly guided by the principles garnered from the McKinsey & Company report, How the World’s Most Improved School Systems keep Getting Better (Mourshed, Chijioke, & Barber, 2010). During this process contextualised and individualised school Action Plans were developed. Stage 2 involved an on-line coaching program individualised around clusters of schools to provide ongoing support over a period of months for each school leadership team. Finally, Stage 3 provided an opportunity for the school leadership teams to reflect on their Action Plan achievements and their readiness for 2015. Underpinning the Program design was the “clear evidence that purposeful professional learning for teachers and school leaders is one of the most effective strategies for improving student outcomes in our schools” (AITSL, 2012: 6). In the case of this project, continuing and targeted professional development was at the core of the strategy. This approach had a clear focus on the school leaders with the objective of enabling them to ensure that all high schools were ready to transition year 7 to Junior Secondary. It also aimed to enhance and improve pre-existing Junior Secondary models with sound philosophical and educational practices in place. This readiness is inclusive of preparing their teachers for this significant shift, enabling them to be self-efficacious and thereby better positioned to improve student learning. This presentation will share the journey of the project