The Role of Museums in Education

Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.

Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!

The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.

What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.

Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.

Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.

Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4

The Role of Museums in Education

Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.

Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!

The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.

What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.

Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.

Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.

Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4

O texto a seguir deve ser utilizado para responder às questões de números 46 a 50.

When the market received the IBM PC bang in the mid-1980, Microsoft, thanks to IBM came up with MS-DOS. The runner up was Digital Research. So, in August 12, 1981 Microsoft starts working at MS-DOS. They started from a clone of QDOS for which they paid $50000, clone renamed as PC-DOS.

But MS-DOS got alive only thanks to COMPAQ who managed to clone the IBM BIOS and so the world got a new player on the computer manufacturers. Thanks to this, Microsoft began licensing its operating system for use on non-IBM PC clones and so MS-DOS (Microsoft Disk Operating System) entered the scene.

In 1985, Microsoft moves to Ireland and there they founded the first international production facility. And there, on November 20 Microsoft released its first retail version of Microsoft Windows, originally a graphical extension for its MS-DOS operating system. In August, Microsoft and IBM partnered in the development of a different operating system called 0S/2. OS/2 was marketed in connection with a new hardware design proprietary to IBM, the PS/2. Shortly afterwards on February 16, 1986, Microsoft relocated to Redmond, Washington. Around one month later, on March 13, the company went public with an IPO, raising US$61 million at US$21.00 per share. By the end of the trading day, the price had risen to US$28.00. In 1987, Microsoft eventually released their first version of OS/2 to OEMS.

The early versions of Windows were often thought of as just graphical user interfaces or desktops, mostly because they were started from MS-DOS and used it for file system services. However even the carliest 16-bit Windows versions already assumed many typical operating system functions, notably having their own executable file format and providing their own device drivers (timer, graphics, printer, mouse, keyboard and sound) for applications. Unlike DOS, Windows allowed users to execute multiple graphical applications at the same time, through co-operative multitasking, something which competitors (like GEM) did not offer. Finally, Windows implemented an elaborate, segment-based, software virtual memory scheme which allowed it to run applications larger than available memory: code segments and resources were swapped in and thrown away when memory became scarce, and data segments moved in memory when a given application had relinquished processor control, typically waiting for user input. Examples include Windows 1.0 (1985) and Windows 2.0 (1987) and its close relative Windows/286.

[Extraído de: http://news.soft32.com/windows-evolution 1629.html]