Zeitschriftenartikel: „Leonards School“

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Larsen, Frode. „Leonardo da Vinci in Raphael's School of Athens“. Journal of Humanistic Mathematics 11, Nr. 2 (Juli 2021): 196–243. http://dx.doi.org/10.5642/jhummath.202102.09.

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At the center of the School of Athens, Raphael painted Plato with a face similar to that of Leonardo da Vinci. In this article I argue that the likeness was intentional, and that Raphael’s fresco contains a set of references to the book De Divina Proportione, to which Leonardo contributed with drawings of polyhedrons. De Divina Proportione was written by Leonardo’s friend and teacher of mathematics, Luca Pacioli, and contains arguments for raising the status of the art of painting, similar to the arguments found in Leonardo’s Paragone. Pacioli and Leonardo thought painting should be regarded as a liberal art, due to the painters' use of mathematical principles. In the article, I show how Plato with the face of Leonardo is part of a set of allusions to these arguments found in The School of Athens.

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Quayle, J. Rodney, und Geoffrey W. Greenwood. „Leonard Rotherham CBE. 31 August 1913 – 23 March 2001“. Biographical Memoirs of Fellows of the Royal Society 49 (Januar 2003): 431–46. http://dx.doi.org/10.1098/rsbm.2003.0025.

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Leonard Rotherham was born in Sutton-in-Ashfield, near Nottingham, on 31 August 1913 and his early life went through difficult times. His father, Bernard Rotherham, who left school at the age of 13, first became a coalminer, and later started a small haulage business with two lorries and a bus with solid tyres. The business prospered for a while but was sold up during the recession and his father returned to coal mining at the Welbeck colliery. Leonard's mother, Jane Rotherham, died when he was 10 years old; his father felt unable to look after his son and sent him to live with an aunt, Mrs Rhoda Page, who also had four sons of her own. By all accounts, Mrs Page was an inspirational woman, although the family lived on a poor farm with very little money. However, Leonard went to the Crich Church of England primary school, where he attracted the interest and support of the headmaster, a Mr Haywood; this marked a turning point for him. From this school Leonard won a scholarship to The Herbert Strutt School in Belper, Derbyshire. This school was founded in the name of a famous family, for Jedediah Strutt was once a partner of Richard Arkwright's; together they established the first cotton mill in Nottingham. At this school he met Nora Mary Thompson, whom he would marry in 1937. From here he won a scholarship from the Nottingham branch of the newly formed Mineworkers Union, a Derby County Major Scholarship, as well as a State Scholarship. With this combined support, he gained a place at University College London, where, in 1934, he obtained a first-class honours degree in physics with subsidiary mathematics. A year later he received an MSc from the same institution for research on the viscosity of liquids performed under the supervision of Professor E.N. da C. Andrade (FRS 1935). Following his decision to undertake research in industry, Rotherham joined the large steelmaking company Firth–Brown in Sheffield in 1935. He was appointed as a physicist in the research department under the direction of Dr William H. Hatfield (FRS 1935), who was Head of the Brown–Firth Research Laboratories. Their name was peculiarly reversed from that of the company, although they were totally integrated within it.

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Tyler, Ph.D., D.Sc., Christopher W. „Leonardo’s Skull and the Complex Symbolism of Holbein’s “Ambassadors”“. Journal of Research in Philosophy and History 4, Nr. 1 (19.02.2021): p36. http://dx.doi.org/10.22158/jrph.v4n1p36.

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The depiction of memento mori such as skulls was a niche artistic trend symbolizing the contemplation of mortality that can be traced back to the privations of the Black Death in the 1340s, but became popular in the mid-16th century. Nevertheless, the anamorphism of the floating skull in Hans Holbein’s ‘The Ambassadors’ of 1533, though much discussed as a clandestine wedding commemoration, has never been satisfactorily explained in its historical context as a diplomatic gift to the French ambassadors to the court of Henry VIII who were in the process of negotiations with the Pope for his divorce. Consideration of Holbein’s youthful trips to Italy and France suggest that he may have been substantially influenced by exposure to Leonardo da Vinci’s works, and that the skull may have been an explicit reference to Leonardo’s anamorphic demonstrations for the French court at Amboise, and hence a homage to the cultural interests of the French ambassadors of the notable Dinteville family for whom the painting was a destined. This hypothesis is supported by iconographic analysis of works by Holbein and Leonardo’s followers in the School of Fontainebleau in combination with literary references to its implicit symbolism.

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Voth, D. „Naomi Ehrich Leonard's School of Collaboration“. IEEE Intelligent Systems 20, Nr. 3 (Mai 2005): 82–84. http://dx.doi.org/10.1109/mis.2005.48.

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Schneider, Edward. „CREATING INTERNET-BASED DISTANCE LEARNING IN GERONTOLOGY“. Innovation in Aging 7, Supplement_1 (01.12.2023): 242. http://dx.doi.org/10.1093/geroni/igad104.0797.

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Abstract Dr. Schneider was Associate Director and then Deputy Director of the National Institute on Aging from 1980 through 1986. Dr. Schneider helped to create the Geriatric Leadership Academic Award. This award funded geriatric positions in many medical schools including Harvard, Johns Hopkins, Duke the University of California at Los Angeles, and the University of Tennessee. These awards led the creation of Geriatric Divisions at numerous American medical schools. After he became Dean of the Leonard Davis School of Gerontology, Dr. Edward Schneider with Maria Henke created the nation’s first Internet based Master’s Degree program in Gerontology. This program has graduated over 1000 students since then.

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John, Kose, und Joshua Ronen. „Information Structures, Optimal Contracts and the Theory of the Firm“. Journal of Accounting, Auditing & Finance 5, Nr. 1 (Januar 1990): 61–95. http://dx.doi.org/10.1177/0148558x9000500106.

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We are grateful for comments made by participants at the Symposium on the “Measurement of Profit and Productivity: Theory and Practice,” on December 16, 1988, in the University of Florida, cosponsored by the Vincent C. Ross Institute of Accounting Research, Leonard N. Stern School of Business, New York University, the Public Policy Research Center, Graduate School of Business, University of Florida, and The Kruger Center of Finance, Jerusalem School of Business Administration, Hebrew University; at workshops at the Leonard M. Stern School of Business, New York University; at the Accounting Research and Education Center of McMaster University; at the European Accounting Association meeting in Stuttgart, Germany; at workshops at Wharton School University of Pennsylvania; University of California at Berkeley; Northwestern University; French Finance Association Meeting.

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Nasir, Na'Ilah Suad, Kihana Miraya Ross, Maxine Mckinney de Royston, Jarvis Givens und Jalessa Bryant. „Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class“. Harvard Educational Review 83, Nr. 3 (01.09.2013): 489–512. http://dx.doi.org/10.17763/haer.83.3.t56958753811p56t.

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In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders in an urban district to focus on the nature of disciplinary practices in an all-Black, all-male manhood development class. While scholars have identified the “discipline gap” as a salient aspect of the experience of Black male students in schools, few studies offer insight into the nature of disciplinary practices in spaces that Black male students view as supportive and positive. Existing studies also rarely capture African American male student perceptions of classroom and school discipline at the high school level. Utilizing Althusser (1971) and Leonardo (2005) to theorize about the racialized nature of discipline in schools, the authors find that a reframing of discipline within this alternative setting provides a counternarrative to how Black male students are typically perceived to respond to school discipline. The authors argue that, led by a “hero teacher,” the manhood development class functions as an example of “transformative resistance” (Giroux, 2001), changing how Black male students perceive themselves.

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Veltman, Kim H. „Leonardo da Vinci: A Review“. Leonardo 41, Nr. 4 (August 2008): 381–88. http://dx.doi.org/10.1162/leon.2008.41.4.381.

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The article reviews scholarship on Leonardo da Vinci during the 20th century. An initial fascination with a handful of paintings has led to a nearly comprehensive understanding of his art. A catalogue raisonnée for Leonardo and his school has yet to be made. Awareness of Leonardo as a scientist began with a vague reputation of a universal genius who never finished anything. Some praised, others sought to limit him as an artist-engineer. The 20th century revealed that Leonardo made substantial contributions in the domains of physics, mechanics, optics, perspective and medicine. Even so, nearly 500 years after his birth, much remains to be done in understanding fully one of the great geniuses of all time.

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Cesnaková-Michalcová, Milena. „The Staging of a New Year's Play at Presov (Eperies) in Eastern Slovakia in 1651“. Theatre Research International 18, Nr. 3 (1993): 161–72. http://dx.doi.org/10.1017/s0307883300017879.

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In the seventeenth century, school plays were performed in practically all schools in Slovakia, which was then part of Hungary. The first teacher to stage plays with his pupils was Leonard Stöckel in Bardejov (Bartfeld) in the second half of the sixteenth century. After Stöckel's death, plays continued to be performed in Bardejov, but—thanks to a body of teachers who took Jan Amos Comenius as their model in the field of dramatic art—it was the neighbouring town of Presov (Eperies) which became the centre of Protestant school theatre in Slovakia in the seventeenth century. Comenius was active in the years 1650–4 in nearby Sárospatak, in present-day Hungary, and it was there that he wrote his Schola Ludus and performed it with his pupils.

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Washington, Elizabeth, und Travis Seay. „Examining Cultural Barriers to Teaching Anti-Racist History in the Rural U.S.“ Annals of Social Studies Education Research for Teachers 5, Nr. 1 (22.01.2024): 17–24. http://dx.doi.org/10.29173/assert66.

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Although research on teaching about race and racism in rural schools is scant, a handful of studies indicate that race matters a great deal in rural history education. It matters particularly in terms of divergent cultural memories and uses of history (cf. Nordgren, 2016; Seay, 2019) that students and teachers may bring to the classroom. This paper summarizes studies of rural white history teachers who contended with narratives of white dominance in the school and community (cf. Castagno, 2014; Leonardo, 2009, 2013; Vaught, 2011). The teachers faced unforeseen difficulties engaging students in sensitive topics, such as racialized violence and other historical systems of inequality that remain in the present.

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Quinn, Robert J., und Lynda R. Wiest. „Reinventing Scrabble with Middle School Students“. Mathematics Teaching in the Middle School 5, Nr. 4 (Dezember 1999): 210–13. http://dx.doi.org/10.5951/mtms.5.4.0210.

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Which letters of the alphabet occur most often in the English language? Which occur least often? The answers to these questions are essential to code breakers as they attempt to crack complex ciphers (Rosen 1988). This information can also help students understand the structure of language and form strategies when playing word games. The word game described in this article offers a context for integrating mathematics and linguistics and performing statistical analyses. Middle school students enjoy games that allow them to improve their mathematics skills in nonthreatening settings (Braxton et al. 1995). Further, games provide an opportunity for students to work cooperatively and use problemsolving skills (Leonard and Tracy 1993).

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Mechaber, Alex J., Amar R. Deshpande, Gauri G. Agarwal, Matthew Imm, Rose Maria van Zuilen, Daniel M. Lichtstein, S. Barry Issenberg und Laurence B. Gardner. „University of Miami Leonard M. Miller School of Medicine“. Academic Medicine 95, Nr. 9S (September 2020): S123—S127. http://dx.doi.org/10.1097/acm.0000000000003459.

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OʼConnell, Mark T., Alex J. Mechaber und Robert L. Hernandez. „University of Miami Leonard M. Miller School of Medicine“. Academic Medicine 85 (September 2010): S156—S160. http://dx.doi.org/10.1097/acm.0b013e3181e8a57d.

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Hickman, Larry A. „Technology's School: The Challenge to Philosophy. Leonard J. Waks“. American Journal of Education 105, Nr. 1 (November 1996): 122–26. http://dx.doi.org/10.1086/444149.

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Duşe, Dan-Maniu, und Gabriel-Octavian Negrea. „The Business Community To Support The Training Of Prospective Students/Employees“. Balkan Region Conference on Engineering and Business Education 1, Nr. 1 (15.08.2014): 187–92. http://dx.doi.org/10.2478/cplbu-2014-0041.

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AbstractIn the past years, theoretical high-school education in Romania has gone through much public criticism regarding both the quality and the effectiveness of the instruction offered to students. An excessive focus on theory for most subjects and the neglect of the practical aspects/applications of the themes studied are known to have had negative effects on students’ motivation and their ability to choose a career and to adapt to the labour market requirements. The authors of this article intend primarily to briefly analyse some of the curricular aspects underlining this problem and to suggest some opportunities to offset this situation – opportunities derived from the business community and within the reach of the theoretical high-schools’ managers. In support of the proposed solutions, the authors are going to examine two types of initiatives implemented at the “Gheorghe Lazăr” National College from Sibiu: “training placement” in EU-funded Leonardo da Vinci projects and a “work-experience” type of initiative leading to a successful programme run every school year in cooperation with firms, institutions, and companies from Sibiu.

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Green, Laura. „Rethinking Inadequacy: Constance Maynard and Victorian Autobiography“. Victorian Literature and Culture 47, Nr. 3 (2019): 487–509. http://dx.doi.org/10.1017/s1060150319000111.

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In 1881 two women who were to become part of the history of Victorian feminism met: Constance Maynard (1849–1935), graduate of one of the first cohorts of women to enter Girton College and founder in 1882 of Westfield College for Women, and Bessie Rayner Parkes Belloc (1829–1925), friend of Barbara Leigh Smith Bodichon and the “Langham Place” group of feminists, and former editor of the feminist English Women's Journal. In 1873 Maynard became the first woman in England to receive a degree in “moral sciences,” from Girton, and subsequently worked for six years as a headmistress and schoolmistress at two groundbreaking girls' schools, Cheltenham Ladies' College and the new St. Leonard's School in Scotland. When she met Belloc, she was living in London with her brother, taking art classes at the Slade School, and beginning discussions that would lead to the foundation of Westfield College, formed as an explicitly Evangelical-identified parallel to ecumenical Girton and also as the first college to prepare women for the examinations and degrees offered by the University of London.

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Stankutė, Judita. „THE SCHOOL IS WORTH STAYING“. ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, Nr. 3 (05.12.2011): 38–41. http://dx.doi.org/10.48127/spvk-epmq/11.3.38b.

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Judita Stankutė, a member of the editorial board of the journal, talks to Leonas Mockūnas, the principal of Alsėdžiai Secondary School in Plungė District. This school has a unique history and traditions.

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Self, S., und R. S. J. Sparks. „George Patrick Leonard Walker. 2 March 1926 — 17 January 2005“. Biographical Memoirs of Fellows of the Royal Society 52 (Januar 2006): 423–36. http://dx.doi.org/10.1098/rsbm.2006.0029.

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George Walker was one of the most creative, inspirational and influential volcanologists of the twentieth century. Born in Harlesden, London, on 2 March 1926 in a respectable working–class neighbourhood, he was the first member of his family to take an interest in science and to attend university. His father, Leonard Walker, an insurance salesman, was badly wounded at Passchendaele in World War I as a sergeant bomber and never fully recovered. He died in 1932, when George was six years old. His mother, Evelyn Frances ( née McConkey), was a nurse. George had no siblings. He attended Acton Lane Elementary School and recollected a lesson on the making of iron as being memorable. Other influences included natural history, adventure books and visits to the South Kensington Museum and London Zoo. He did well at school and in 1937 won a scholarship to Willesden Secondary School.

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Capecchi, Irene, Tommaso Borghini, Elena Barbierato, Andrea Guazzini, Elena Serritella, Tommaso Raimondi, Claudio Saragosa und Iacopo Bernetti. „The Combination of Serious Gaming and Immersive Virtual Reality through the Constructivist Approach: An Application to Teaching Architecture“. Education Sciences 12, Nr. 8 (09.08.2022): 536. http://dx.doi.org/10.3390/educsci12080536.

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Immersive virtual reality (IVR) has proven to be a technology that can benefit the dissemination of cultural content. In 2019 was the five hundredth anniversary of the death of Leonardo Da Vinci. Given the few works that develop IVR technologies to explain the genius of the master, we decided to take advantage of the opportunity to learn about the master through the use of new technologies. To build an IVR application that aims to spread knowledge, it is necessary to define an educational paradigm and the type of application. Given the domain of the application and the need to convey complex/novel topics, the IVR application developed in this study is based on the constructivist framework and creates a serious game (SG). In order to explain Leonardo Da Vinci’s thinking and design approach, we decided to focus on urban planning and architecture studies by explaining the projects envisioned by Leonardo da Vinci. This paper investigates whether an IVR-SG application maintains the fundamental characteristics underlying disclosure processes, such as immersivity and a sense of presence. Two secondary school classes experienced this by evaluating the application through a psychometric questionnaire. The results show that immersivity and a sense of presence were evaluated positively.

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Andy, Leonard. „‘Tourist fiction’: Cassowaries in Mission Beach“. Queensland Review 28, Nr. 2 (Dezember 2021): 183–86. http://dx.doi.org/10.1017/qre.2022.3.

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My name is Leonard Andy and I’m a Djiru Traditional Owner of the Mission Beach area.Where I live today and where my Ancestors have lived is not the same place. Today the Mission Beach area has become a tourism destination and it has changed the people, our culture. Presently, there are twelve Traditional Owners living in the area, off these twelve, five are still at school.

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Duke, Martin. „Leonard Craske (1878–1950): From medical student to sculptor“. Journal of Medical Biography 17, Nr. 3 (August 2009): 177–78. http://dx.doi.org/10.1258/jmb.2009.009027.

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Summary Leonard Craske (1878–1950), born and raised in London, England, spent two years as a medical student at St Thomas’ Hospital Medical School. Following this, he worked as an actor and studied drawing and sculpting. After emigrating to the USA and settling in Boston, he became an accomplished sculptor, creating the well-known Fishermen's Memorial in Gloucester, Massachusetts, the work for which he is best remembered.

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Koptseva, Natalia P., Alexandra A. Sitnikova, Natalia N. Pimenova, Ksenia V. Reznikova, Anna-Sofia I. Dyomina und Regina E. Husnullina. „RESULTS OF THE SCIENTIFIC SEMINAR "THEORY AND PRACTICE OF APPLIED CULTURAL RESEARCH" DEDICATED TO THE 570TH ANNIVERSARY OF THE BIRTH OF LEONARDO DA VINCI (SIBERIAN FEDERAL UNIVERSITY, KRASNOYARSK)“. SIBERIAN ART HISTORY JOURNAL 1, Nr. 1 (2022): 72–109. http://dx.doi.org/10.31804/2782-4926-2022-1-1-72-109.

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This text presents a summary of the work of the educational, scientific and methodological seminar "Theories and Practices of Applied Cultural Research" (May 13, 2022, Krasnoyarsk, Siberian Federal University). The seminar was devoted to the reflection of a team of scientists on the development of the Krasnoyarsk school of art history from the 1990s to the present, and timed to coincide with the 570th anniversary of the birth of the brilliant Italian Renaissance artist Leonardo da Vinci. The seminar held in three areas - 1) Krasnoyarsk School of Art History, 2) Modern trends in the development of conceptual art, 3) Current research in Russian art.

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Konik, Roman. „Leonardo północy. O estetyce Albrechta Dürera“. Studia Philosophica Wratislaviensia 15, Nr. 1 (15.04.2020): 61–69. http://dx.doi.org/10.19195/1895-8001.15.1.5.

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Albrecht Dürer was German, but it was Italy he loved and followed the example of. Along with Erasmus of Rotterdam, he was one of the first to instil the ideas of Italian humanism in northern Europe, paying attention to the study of ancient culture, and thus fighting for the renewal of art in the spirit of the Renaissance. Dürer believed that using the patterns developed in Florence, the art of imaging would achieve unprecedented narrative power. The uniqueness of the artist from Nuremberg was also that he was able not only to assimilate and synthesise German Gothic art with the achievements of the Florentine school, but also to develop his own vision of the theory of art taking into account the specifics of native art. His research on the theory of movement, the implementation of objects into the structure of the image, the search for the perfect beauty in woodcut and copper engraving can be considered to be unique and pioneering projects in Germany. The influence of Dürer on the sphere of Renaissance iconography is invaluable, but unfortunately it is often omitted in the literature as secondary or even insignificant. The article shows that Dürer’s theoretical influence on the shape of early modern art is noteworthy.

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Cesario, Anthony J. „The School of Salamanca’s Reconciliation of Economics and Religion“. Studia Humana 9, Nr. 2 (01.07.2020): 6–15. http://dx.doi.org/10.2478/sh-2020-0008.

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AbstractMany years before Adam Smith, numerous theologians associated with the School of Salamanca, such as Domingo de Soto, Juan de Lugo, Juan de Mariana, Luís Saravia de la Calle, Martin de Azpilcueta, Luis de Molina, Leonard Lessius, Thomas Cajetan, and Francisco Garcia had made great strides in the development of economics. Specifically, these theologians, otherwise known as the “Scholastics,” analyzed and argued against price and wage controls by explaining that the only “just” prices and wages are those that are set by the market, examined and pushed back against prohibitions on usury, understood the concept of time preference, and helped develop monetary theory in multiple ways. They also demonstrated that all of this was consistent with the Catholic religion. This paper analyzes the ways in which these early theologians contributed to the development of economics and reconciled it with their Catholicism.

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Scofano, Reuber Gerbassi. „Mais Leonardos e menos Pinóquios: A Pedagogia de Rubem Alves e a valorização do prazer e da criatividade dos educandos“. REFLEXUS - Revista Semestral de Teologia e Ciências das Religiões 8, Nr. 12 (13.05.2015): 199. http://dx.doi.org/10.20890/reflexus.v8i12.240.

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Resumo: Grande parte da obra de Rubem Alves é dedicada ao campo educacional. Coerente com toda a sua produção em diversas áreas com Teologia, Psicanálise e Literatura infantil, neste campo ele fez uma crítica mordaz ao pensamento conservador, lançando mão do uso de imagens que dão um brilho único a suas reflexões. Ele utilizou as figuras de Pinóquio e Leonardo da Vinci para criticar a pedagogia tradicional: Pinóquio às avessas para mostrar que as escolas transformam seres de carne e osso em “bonecos de pau”; Leonardo da Vinci como exemplo de como uma educação que valorize o prazer e o desejo e a imaginação da criança pode formar adultos criativos e cada vez mais originais e humanos. Palavras-chave: Rubem Alves. Pedagogia. Desejo. Prazer. Imaginação. Abstract: Much of Rubem Alves’ work is dedicated to Education. In this field – in a way that is consistent with all of his production in several other areas such as Theology, Psychoanalysis and Children’s Literature – he made a scathing criticism of conservative thinking by making use of images that are a hallmark of his thought in this area. He used the figures of Pinocchio and Leonardo da Vinci to criticize traditional pedagogy: A Pinocchio in reverse shows that schools transforms beings of flesh and bones into “wooden puppets”; and Leonardo da Vinci serves as an example of how an Education that values pleasure, desire, and children’s imagination could develop creative and increasingly unique and human adults. Keywords: Rubem Alves. Pedagogy. Desire. Pleasure. Imagination.

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Pedrabissi, Dario. „Contemporary Architectural Education and the Radical Experiments in 1960s in Florence“. Advanced Materials Research 671-674 (März 2013): 2180–84. http://dx.doi.org/10.4028/www.scientific.net/amr.671-674.2180.

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Today's architectural pedagogy follows a very conventional curriculum, which doesn't account for contemporary challenges. Therefore architectural schools need to reconsider the foundations of their design programs, focusing on experiments in architectural education, which are essential to raise new questions in relation to the contemporary world. During the 1960's, experimentation brought the creation of the Radical Movement in which all around the world, different academic groups have tried to redefine the foundation of architectural pedagogy, by eradicating the Modernist historical and formal bases from academic and institutional contexts. In Florence this process was facilitated by the sustained efforts of two great professors, Leonardo Ricci and Leonardo Savioli. The two are in fact the fathers of the new avant-garde architectural adventure, prioritizing social problems and architectural design inspired by intellectual creativity, thus a focus on this period can inspire new academic projects.

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Smagorinsky, Peter, Sean Kottke, Arlene Lents, Paula McPhee, Meredith Dodson, Peter Leonard, Claudinette (Didi) Swartz und John Barker. „Commentaries: Teacher Performance Assessment“. Language Arts 93, Nr. 2 (01.11.2015): 108–19. http://dx.doi.org/10.58680/la201527556.

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Three commentaries center around the theme of teacher performance assessment. First, Peter Smagorinsky discusses growth through language arts and the conundrum of teacher assessment. Then Sean Kottke, Paula McPhee, Arlene Lents, and Meredith Dodson discuss the importance of community in teacher preparation. Finally, Peter Leonard, Claudinette (Didi) Swartz, and John Barker discuss performance assessments for teacher evaluation in the Chicago Public Schools.

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Leonard, Tom, und Melvin R. Novick. „Bayesian Full Rank Marginalization for Two-Way Contingency Tables“. Journal of Educational Statistics 11, Nr. 1 (März 1986): 33–56. http://dx.doi.org/10.3102/10769986011001033.

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A general approach is proposed for modeling the structure of an r × s contingency table and for drawing marginal inferences about all parameters (e.g., interaction effects) in the model. The main approach is relevant whenever rs − r − s + 1≥5. The approach may also be used to check the adequacy of Rasch’s multiplicative Poisson model. In general, the posterior estimates of the cell probabilities compromise between the cell frequencies and the fitted values obtained under the reduced model in the spirit of Leonard (1975) . It is also possible to compute reasonable approximations to the full posterior densities of many parameters of interest, following Leonard (1982) and Tierney and Kadane (1984) . All prior parameters are evaluated with the assistance of the data via a hierarchical Bayes procedure, thus reducing the subjectivity involved in the analysis. An r × s cross classification of 5,648 Marine Corps clerical students by school and test grade is analyzed in detail, and the posterior densities of the 96 possible interactions are used to suggest a simplified structure partitioning and collapsing the table into a meaningful 3 × 2 table.

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Ruiz Fernández, Mª Isabel, Joan Boada-Grau, Enrique Merino Tejedor und Pilar Ficapal-Cusí. „UNA EXPERIENCIA DE COACHING EN ESTUDIANTES UNIVERSITARIOS“. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, Nr. 1 (29.11.2016): 515. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.638.

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Abstract.Coaching is a process of growth that has expanded into many areas. From a theoretical perspective the coaching has three major theoretical lines or schools: North American (Leonard), European (Gallwey and Whitmore) and South American (Flores, Echeverría, Olalla and Maturana). An effective coach has empathy, builds trust, is professional and uses methodologies. Finally, an experience is described in the classroom where the students are involved in a process of coaching.Keywords: Coaching, academic coaching, development, growth.Resumen.El coaching es un proceso de crecimiento que se ha expandido a numerosos ámbitos. Desde una perspectiva teórica el coaching tiene tres grandes líneas teóricas o escuelas: Norteamericana (Leonard), europea (Gallwey y Whitmore) y sudamericana (Flores, Echeverría, Olalla y Maturana).Un coach eficaz tiene empatía, genera confianza, es profesional y utiliza metodologías. Finalmente, se describe una experiencia en el aula, los alumnos viven un proceso de coaching.Palabras clave: Coaching, coaching académico, desarrollo, crecimiento.

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Sharratt, Pamela Arlette, und Elizabeth van den Heuvel. „Metamemorial knowledge in a group of black South African school children“. South African Journal of Psychology 25, Nr. 2 (Juni 1995): 59–73. http://dx.doi.org/10.1177/008124639502500201.

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An interview study of metamemory based on that of Kreutzer, Leonard and Flavell (1975) was carried out on 94 Zulu school children, with an age range of 6–13 years. It was hypothesized that the types of metamemorial knowledge found might be culture and/or schooling dependent. A general pattern was detected in the data of the children, namely, that in respect of knowledge of task and person memory variables, responses were mostly similar to those of the Kreutzer et al.'s American group, but in respect of knowledge of strategic variables, the Zulu children lagged behind the American sample. In particular, there were lags in the patterns of responding on the interview sections immediate-delay, story-list, study-plan, preparation: object, preparation: event, retrieval: object, retrieval: event, and rote-paraphrase. Possible cultural and educational reasons for these results are discussed in the light of other related research.

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Sulistyani, Niluh, und Nadia Rustyningsih. „Analisis Keterampilan Berpikir Kritis Dan Kreatif Siswa SMK Kelas XI Dalam Pembelajaran Matematika Berbasis PBL“. MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 10, Nr. 1 (01.04.2024): 51–58. http://dx.doi.org/10.30653/003.2024101.83.

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This research aims to analyze critical thinking and creative thinking skills in class XI mechanical engineering students at Leonardo Klaten Vocational School for the 2022/2023 academic year in mathematics learning using the problem based learning model. The subjects in this research were 30 students of class XI Mechanical Engineering B SMK Leonardo Pangudi Luhur Klaten academic year 2022/2023. The research was carried out in February 2023 – March 2023. Data collection techniques used were observation, tests and interviews. The results of observations and tests were analyzed using descriptive statistics assisted by Microsoft Excel to determine average scores and categories. The instruments used in this research include observation sheets, test questions and interview guides. The research results showed that the Problem Based Learning model implemented by the researcher was carried out at each meeting with a percentage of 79.54% in the good category at the first meeting and 81.81% in the very good category at the second meeting. Students' critical thinking skills in PBL-based learning reach the moderately critical category, while creative thinking skills fall into the moderately creative category judging from the average score and the majority of students' categories.

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Lederman, Stephanie, und Hattie Herman. „IRVING S. WRIGHT AND VINCENT CRISTOFALO AWARD LECTURE“. Innovation in Aging 3, Supplement_1 (November 2019): S555. http://dx.doi.org/10.1093/geroni/igz038.2046.

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Abstract The Vincent Cristofalo Rising Star Award in Aging Research lecture will feature an address by the 2018 recipient, Nathan K. LeBrasseur, PT, PhD, of the Robert and Arlene Kogod Center on Aging, titled “Biomarkers of Senescent Cell Burden.” The Irving S. Wright Award of Distinction Lecture will feature an address by the 2018 recipient Pinchas Cohen, MD, of the USC Leonard Davis School of Gerontology, titled “Mitochondrial System Biology as a Window Into Diseases of Aging.” These awards are given by the American Federation for Aging Research, Inc.

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Cullen, Julie Berry. „Public Economics: Taxes in America: What Everyone Needs to Know“. Journal of Economic Literature 51, Nr. 4 (01.12.2013): 1199–200. http://dx.doi.org/10.1257/jel.51.4.1183.r8.

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Julie Berry Cullen of University of California, San Diego reviews, “Taxes in America: What Everyone Needs to Know” by Leonard E. Burman and Joel Slemrod. The Econlit abstract of this book begins: “Explores how the U.S. tax system works, how it affects people and businesses, and how it might be made better. Discusses the basics of taxes; personal income taxes; business income taxes; taxing spending; other kinds of taxes; taxes and the economy; the hidden welfare state; the burden of taxation; tax administration and enforcement; misperceptions and reality in the policy process; tax myths; and tax reform. Burman is Daniel Patrick Moynihan Professor of Public Affairs in the Maxwell School and is with the Departments of Public Administration and Economics and the Law School at Syracuse University. Slemrod is Paul W. McCracken Collegiate Professor of Business Economics and Public Policy in the Stephen M. Ross School of Business, Director of the Office of Tax Policy Research in the Ross School of Business, and Professor and Chair in the Department of Economics at the University of Michigan.”

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Fauziah, Fauziah, und Ramlan Ramlan. „The Analysis of Student’s Writing By Using Systemic Functional Grammar“. International Journal for Educational and Vocational Studies 2, Nr. 2 (28.02.2020): 158. http://dx.doi.org/10.29103/ijevs.v2i2.2281.

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This study is discussed about an analysis of a review text entitled Leonardo Da Vinci written by one of first grade student of a senior high school in Bandung. It consists of three parts: introduction, discussion and conclusion. The introduction describes the lexicogrammatical features of student’s Review text. The discussion provides the analysis of Theme system, Transitivity system, Modality and Grammatical metaphor by using Systemic Functional Grammar. Finally, the conclusion sums up the result of the analysis and briefly explains implication of the topic. He organized the text successfully that achieved the purpose, generic structure and linguistic feature of review text in general.

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Οικονόμου, Κωνσταντίνος. „Η στρατηγική του προγράμματος CAPWIN για την αντιμετώπιση της σχολικής διαρροής και η συνέντευξη αποσαφήνισης της διαδικασίας λήψης απόφασης“. Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης 2015, Nr. 2 (06.05.2016): 1031. http://dx.doi.org/10.12681/edusc.257.

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<p>Στην εργασία αυτή θα περιγραφούν, στο πλαίσιο των δραστηριοτήτων διάχυσής του, τα περιεχόμενα του ευρωπαϊκού προγράμματος CAPWIN, μιας σύμπραξης του τομεακού υποπρογράμματος LEONARDO του LLLP 2007-13 με τίτλο <em>Επανενεργοποίηση δεξιοτήτων και στόχων ζωής μαθητών πρώιμης σχολικής διαρροής </em>(Remobilising skills and life goals of early school leavers). Εκτός από την παρουσίαση του ιστορικού, των στόχων και άλλων δεδομένων του προγράμματος, θα εστιάσουμε στο βασικό στοιχείο του, τη συνέντευξη αποσαφήνισης της διαδικασίας λήψης απόφασης του ατόμου, έργο του Γάλλου Robert Michit, η οποία, όσο γνωρίζουμε, δεν είναι γνωστή στο ελληνικό κοινό.</p>

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Cook, G. C. „Leonard Rogers KCSI FRCP FRS (1868–1962) and the founding of the Calcutta School of Tropical Medicine“. Notes and Records of the Royal Society 60, Nr. 2 (21.04.2006): 171–81. http://dx.doi.org/10.1098/rsnr.2006.0146.

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Sir Leonard Rogers made enormous research contributions to ‘medicine in the tropics’, especially in Bengal where the spectrum of disease was already well delineated. He also did much to enhance the formal discipline of tropical medicine. But perhaps his most lasting memorial lies in the Calcutta School of Tropical Medicine—that occupied a decade of politicking and stress—which survives to this day and is a timely reminder of a past era in India. It is not widely appreciated, however, that the original impetus for this institution came not from Rogers but from a young medical practitioner, Alfred McCabe-Dallas, attached to an Assam tea plantation.

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Parekh, Gillian, Robert S. Brown und Karen Robson. „The Social Construction of Giftedness“. Canadian Journal of Disability Studies 7, Nr. 2 (05.07.2018): 1–32. http://dx.doi.org/10.15353/cjds.v7i2.421.

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Wide socio-demographic disparities exist between students identified as gifted and their peers (De Valenzuela, Copeland, Qi, & Park, 2006; Leonardo & Broderick, 2011). In this paper, we examine the intersectional construction of giftedness and the academic achievement of students identified as gifted. Using data from the Toronto District School Board (TDSB), the largest and one of the most diverse public education systems in Canada, we consider racial, class, and gender characteristics of students identified as gifted in comparison to those who have very high achievement. Results demonstrated that there was almost no relationship between students identified as gifted and students who had very high achievement (Pearson’s correlation of 0.18). White, male students whose parents had high occupation statuses had the highest probability of being identified as gifted. Female students were more likely to be high achievers. Compared to White students, it was only East Asian students who were more likely to be identified as gifted; yet South, Southeast and East Asian students were more likely to be very high achievers. Parental occupation was strongly related to both giftedness and very high achievement. Results point to the socially constructed nature of giftedness and challenge its usage in defining and organizing students in schools.

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Slyvka, Larysa. „Development of the Problem of Health Education of Secondary Schools Students in Poland in the Research of Polish Scientists after 1989“. Journal of Vasyl Stefanyk Precarpathian National University 9, Nr. 1 (27.04.2022): 180–87. http://dx.doi.org/10.15330/jpnu.9.1.180-187.

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The article analyzes some historical and pedagogical works of Polish scholars on the formation and development of health education for students of Polish secondary schools, written after 1989. The study is based on the chronological-subject principle of historiographical analysis of sources. The opinion is expressed that the research of scientists of the analyzed period clearly shows a systematic and consistent interest in reflections on solving the problem of health care through education and upbringing.The names of historical and pedagogical investigations, the authors of which are announced Vanda Bobrovska-Novak (pol. Wanda Bobrowska-Nowak), Aneta Boldyriev (pol. Aneta Bołdyrew), Ryshard Vashtyl (pol. Ryszard Wasztyl), Elzhbieta Vientskovska (pol. Elżbieta Więckowska), Barbara Voinarovska (pol. Barbara Woynarowska), Matsiei Demel (pol. Maciej Demel), Zbihnei Domoslavskyi (pol. Zbigniew Domosławski), Kazymyr Drahanskyi (pol. Kazimierz Dragański), Bozhena Zavadska (pol. Bożena Zawadzka), Teresa Zolkovska (pol. Teresa Ziołkowska), Eva Elzhbieta Kalamatska (pol. Ewa Elżbieta Kałamacka), Barbara Luchynska (pol. Barbara Łuczyńska), Yoanna Maikhzhyk-Mikula (pol. Joanna Majchrzyk-Mikuła), Barbara Morashevska (pol. Barbara Moraczewska), Monika Navrot-Borovska (pol. Monika Nawrot-Borowska), Valdemar Nadolskyi (pol. Waldemar Nadolski), Barbara Niedzhvidzka (pol. Barbara Niedźwidzka), Yan Nosko (pol. Jan Nosko), Mahdalena Patsorek (pol. Paciorek Magdalena), Barbara Pendrashevska-Soltys (pol. Barbara Pędraszewska-Sołtys), Malhozhata Poslushna (pol. Małgorzata Posłuszna), Bohdan Rok (pol. Bogdan Rok), Potr Slavinskyi (pol. Piotr Sławiński), Yoanna Torovska (pol. Joanna Torowska), Bozhena Urbanek (pol. Bożena Urbanek), Andzhei Felkhner (pol. Andrzej Felchner), Mahdalena Florek-Lushchki (pol. Magdalena Florek-Łuszczki), Potr Stanislav Franashek (pol. Piotr Stanisław Franaszek), Anna Tsishinska (pol. Anna Cisińska), Marchin Sherlie (pol. Marcin Szerle), Anna Shyliar (pol. Anna Szylar), Leonard Shymanskyi (pol. Leonard Szymański), Beata Shchepanska (pol. Beata Szczepańska), Zyhmunt Yavorskyi (pol. Zygmunt Jaworski), Ivona Yanitska (pol. Iwona Janicka), etc. It is concluded that Polish scholars of the “modern” historiographical period systematically consider rather long periods (centuries or even more) of health-preserving education of secondary school students, turning to the philosophical principles of consideration and interpretation of pedagogical realities. trace the general tendencies of the specified pedagogical process, allocate cyclic, linear, spiral, stage, civilizational and paradigmatic character of its development.

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Vučkić, Ermin, und Izet Pehlić. „The quality of school life as a factor in the prevention of peer violence among students“. Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), Nr. 21 (15.12.2023): 123–58. http://dx.doi.org/10.51728/issn.2637-1480.2023.123.

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Based on insights from earlier research, it was found that the quality of school life can be a factor in the prevention of peer violence among students, which was the basis for the selection of this research problem. The aim of this study was to examine the attitudes of elementary and high school students about the quality of school life and to establish whether the quality of school life is statistically significantly associated with peer violence. The research methods used were the method of theoretical analysis and the descriptive-analytical survey method, while the techniques of questioning and scaling were employed. The research instruments included the Sociodemographic Variables Questionnaire, the Quality of School Life Questionnaire (Ainley & Bourke, 1992; Leonard, 2002) and the Peer Violence Scale (Rimac et al., 2012). The research sample consisted of 300 elementary and 300 high school students, selected by a random sampling method. The research results showed that there is a statistically significant correlation between the quality of school life and experienced as well as committed peer violence: the higher quality of school life is, the less experienced and committed peer violence is. It was concluded that the results of the research can be the basis for the creation and implementation of preventive socio-pedagogical programs for the improvement of student quality of school life and the prevention of peer violence in elementary and high school, and the creation of professional training programs for teachers to enhance the quality of school life. Keywords: school satisfaction, relationship with teachers, social integration, school achievement, learning experience

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Cunningham, Craig A. „Leonard J. Waks, Education 2.0: The Learningweb Revolution and the Transformation of the School“. Educational Theory 64, Nr. 4 (11.07.2014): 409–17. http://dx.doi.org/10.1111/edth.12071.

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Putwaningtyas, Wika Fitriana. „Dialog Antar Agama di Pondok Pesantren: Membangun Kesadaran Pluralisme dan Toleransi Beragama“. Proceedings of The National Conference on Indonesian Philosophy and Theology 1, Nr. 1 (01.03.2023): 26–40. http://dx.doi.org/10.24071/snf.v1i1.8375.

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This article will discuss the theories of Leonard Swidler and Diana Eck on interreligious dialogue, pluralism, and religious tolerance, and how these two theories can be applied in the context of an Islamic boarding school (Pondok Pesantren). Leonard Swidler's theory emphasizes the importance of interreligious dialogue as a communication process involving mutual respect, mutual learning, and mutual transformation in understanding religious beliefs. The collaborative method developed by Swidler can be used as a framework to facilitate dialogue among students in Pondok Pesantren, with the aim of expanding their understanding of other religions and building better religious tolerance. Eck's theory emphasizes the importance of religious pluralism and recognition of religious diversity. Religious pluralism involves respect for the values found in each religion and the development of an active attitude of religious tolerance. Eck's approach can help students in Pondok Pesantren see diversity as something positive, expand their insights into other religions, and strengthen interfaith relationships. In the context of Pondok Pesantren, interreligious dialogue based on Swidler and Eck's theories plays a crucial role in building awareness of pluralism and religious tolerance. Through interreligious dialogue, students can learn to appreciate religious differences, broaden their perspectives, reduce stereotypes and prejudices, and build harmony among different religious communities within the boarding school. By combining the theories of Swidler and Eck, Pondok Pesantren can become a place that promotes inclusive interreligious dialogue, builds awareness of pluralism, and encourages religious tolerance. Interreligious dialogue in Pondok Pesantren plays a significant role in shaping the younger generation to have a better understanding of other religions and to be able to practice the values of pluralism and religious tolerance in their lives.

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Van Duijn, Heleen. „Helen Southworth. Fresca. A Life in the Making. A Biographer’s Quest for a Forgotten Bloomsbury Polymath“. European Journal of Life Writing 9 (07.10.2020): R21—R24. http://dx.doi.org/10.21827/ejlw.9.36978.

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The subject of Southworth’s book is Francesca (Fresca) Allinson (1902–1945), a puppeteer, choral conductor, writer and creator of folksongs, whose life was cut short by drowning. She grew up in a gifted and thoroughly non-conformist family. Her brother Adrian, a painter, studied at the Slade school. Her father worked as a doctor at his practice in London, obtaining and practising his own unorthodox convictions about hygiene and diet. As a radical pacifist Fresca helped provide alternative communities for conscientious objectors (COs). Her fictional autobiography A Childhood was published in 1937, by the Hogarth Press, the publishing house of Leonard and Virginia Woolf.

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Nagaie, Tadashi. „Security and Site Design: A Landscape Architectural Approach to Analysis, Assessment, and Design Implementation“. Journal of Architectural/Planning Research and Studies (JARS) 7, Nr. 1 (03.09.2018): 120–22. http://dx.doi.org/10.56261/jars.v7i1.168918.

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This book was written by an expert author team led by past ASLA (American Society of LandscapeArchitects) and LAF (Landscape Architecture Foundation) president Leonard Hopper. Currentlyhe is a faculty member at the City College School of Architecture and Environmental Studies, ColumbiaUniversity, and SUNY (State University of New York) Farmingdale in New York. A back cover blurb of this book is written as follows: “A handy source of the latest informationon the assessment and design of site security”. So, it is written for the design professional, this bookoffers basic concepts for site security design and risk management, and their relationship and integrationinto the overall site design projects.

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Cahill, Marie, und Carol-Anne Murphy. „The Efficacy of Teaching Context Clues from Text, for Word Learning, to Older School-Age Children with Specific Language Impairment“. Journal of Clinical Speech and Language Studies 16, Nr. 1 (01.09.2008): 69–93. http://dx.doi.org/10.3233/acs-2008-16108.

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Research has shown that children with Specific Language Impairment (SLI) have difficulties with word learning (Leonard, 1998). There are limited studies suggesting optimal ways of improving word learning in older children with SLI. The aim of this research was to investigate the efficacy of teaching context clues for word learning to school-age children with SLI. One child with SLI took part in an exploratory single-case study. This experimental treatment targeted the ability to use context clues from school and other texts to learn new words while reading. Definitional tasks, designed to reflect changes resulting from the context clue teaching strategy, were carried out pre- and post-therapy. The paper reports both quantitative and qualitative improvements in the subject’s ability to use context clues in text to define unknown words and in his metalinguistic strategies. Issues arising during the implementation of the therapy approach, suggestions for modification of the intervention and questions for further research are discussed.

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Wang, Zhiyi. „Leonardo Da Vinci: The Art of Anatomy in The Renaissance“. Journal of Education, Humanities and Social Sciences 28 (01.04.2024): 598–602. http://dx.doi.org/10.54097/wmb7hd23.

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The contention of a hundred schools of thought during a cultural movement which characterised the Italian and European life from the 14th to the 17th century. During this period, artists represented by Da Vinci also conducted wonderful research in various scientific fields, among which anatomy was the most typical. The subject of this article is the achievements of Renaissance artists in the field of anatomy, exploring the beauty of combining art and science. As one of the "Three Masters of the Renaissance", Leonardo Da Vinci has made great achievements in anatomy, and has disclosed these secrets about the human body to the public with works of great artistic value. This article sorts out the events related to anatomy by making a comparative analysis of his representative works of art and other anatomy-related works of other artists in the same period, so as to fully understand the interdependent relationship between art and anatomy in the Renaissance.

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KASKOWITZ, SHERYL. „All in the Family: Brandeis University and Leonard Bernstein's “Jewish Boston”“. Journal of the Society for American Music 3, Nr. 1 (15.01.2009): 85–100. http://dx.doi.org/10.1017/s1752196309090063.

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AbstractThis article examines Leonard Bernstein's affiliation with Brandeis University, where he served as a faculty member from 1951 to 1956, a Fellow from 1956 to 1976, a Trustee from 1976 to 1980, and a Trustee Emeritus from 1980 until his death in 1990. In particular, the article explores why Bernstein chose to spend his time in Waltham. By the early 1950s he had already achieved celebrity and was busy with multiple conducting and composition projects; why did he commit to teaching at Brandeis and supporting the school until the end of his life? Bernstein's commitment to Brandeis appears to have been a manifestation of his ongoing connection and sense of duty to the Boston Jewish community of his childhood and, more specifically, to his father. This article summarizes Bernstein's activities at Brandeis, gives a brief history of the university, and discusses the ways in which Brandeis can be understood as an expression of Bernstein's ties to Boston's Jewish life, as well as to the Jewish immigrant experience of his parents and their generation.

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Nugraha, Febby Fajar. „INTERACTIVE MULTIMEDIA USE OF GAMES MODEL ON IPS SCHOOL STUDY LIST“. PrimaryEdu - Journal of Primary Education 1, Nr. 1 (30.09.2017): 17. http://dx.doi.org/10.22460/pej.v1i1.421.

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The development of information and communication technologies have a major impact in many areas of life, one of which is education. Learning use the media, is a strategy favored by students, particularly those related to technology. Because no denying that the interest of students to current technologies is huge. It can be seen from the children of school age, who loss of learning time because they are pre occupied with the world of technology, such as playing games, mobile phones and computers. Indonesian Internet Service Provider Association (APJII) conducted a survey of online game players active in Indonesia, the result is there are about 6 million online game players. This proves that Indonesian children have an interest in the game. The change of curriculum in Indonesia from 2006 curriculum (Curriculum Education Unit) into a curriculum 2013, providing a wide range of implications for the learning process, one of which is the subject of Information and Communication Technology (ICT). In curriculum 2013, ICT subjects be erased, it’s means not stand alone but rather merged or combined with other subjects. In elementary school curriculum needs subjects that are combined with computer lessons (Guha &Leonard, 2002). Therefore, teachers must be able to create methods that can capitalize on technology such as computer media in the learning process.Keywords: Computer, Interactive multimedia games model, Social Studies, Elementary school , and Understanding of concepts.

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Badawy, Afie M. „When sparks flyDorothy Leonard and Walter Swap, Harvard Business School Press, Boston, MA, 1999, 242 pp.“ Journal of Engineering and Technology Management 17, Nr. 2 (Juni 2000): 225–27. http://dx.doi.org/10.1016/s0923-4748(00)00022-9.

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OJA, CAROL J., und KAY KAUFMAN SHELEMAY. „Leonard Bernstein's Jewish Boston: Cross-Disciplinary Research in the Classroom“. Journal of the Society for American Music 3, Nr. 1 (15.01.2009): 3–33. http://dx.doi.org/10.1017/s1752196309090026.

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AbstractLeonard Bernstein is most often perceived as the quintessential New Yorker—music director of the New York Philharmonic from 1958 to 1969 and composer of Broadway shows that made New York their focus. Yet his grounding in the greater Boston area was powerful. He was born in 1918 in Lawrence, Massachusetts, and raised in various Jewish neighborhoods within Boston. The young Leonard went to Boston Latin, a prestigious public prep school, and graduated from Harvard in 1939.This article explores a team research project, made up of Harvard graduate students and undergraduates, which delved into the urban subcultures and post-immigrant experiences that shaped Bernstein's youth and early adulthood. It considers the synergy between an individual and a community, and it examines the complexities of blending pedagogy with research, analyzing the multilayered methodologies and theoretical strategies that were employed.Given Bernstein's iconic status, his life and career illuminate a broad range of questions about the nature of music in American society. Fusing the techniques of ethnographic and archival research, our team probed Bernstein's formative connections to Jewish traditions through his family synagogue (Congregation Mishkan Tefila), the ethnic geography that defined the Boston neighborhoods of his immigrant family, the network of young people involved in Bernstein's summer theatrical productions in Sharon, Massachusetts, during the 1930s, and the formative role of the city's musical venues and institutions in shaping Bernstein's lifelong campaign to collapse traditional distinctions between high and low culture.

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Bataille, Marie-José. „Sig(is) mund Freud via Leonardo da Vinci. L’art ne serait-il qu’une métaphore du sexe ?“ Figures de l'Art. Revue d'études esthétiques 4, Nr. 1 (1999): 99–136. http://dx.doi.org/10.3406/fdart.1999.1190.

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«Is the Art only a Métaphore of the Sex ? » Is the Sex only a Happening ? The Author, Practician, Freudian, Psycho-analyst, will not bound himself in one School or one Knowledge. He enjoyed, y «Horse ways » to make a Review of some archetypal and fundamental Representations, principally considering the inaugural patterns in which «physis » (the nature, the Sex) enjoin to «morphe » (the Form or the Beauty), and the Fates of the Artist.

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Zeitschriftenartikel zum Thema „Leonards School“

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