Thematische Bibliographien / Schola

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Auswahl der wissenschaftlichen Literatur zum Thema „Schola“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 10. März 2023

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Zeitschriftenartikel zum Thema "Schola"

Aberšek, Boris. „SCHOLA LUDUS“. Journal of Baltic Science Education 15, Nr. 5 (25.10.2016): 556–58. http://dx.doi.org/10.33225/jbse/16.15.556.

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The virtual reality, artificial intelligence and gamification have the potential to complement existing educational approaches to science education, instruction and students' knowledge construction. By students becoming part of a phenomenon, they gain direct experiential intuitions about how the natural world operates. In a virtual reality environment, students themselves can be moving, cantering their attention on different phenomena and designers can heighten this saliency by using multisensory cues to convey multiple, simultaneous representations of relative problems as a serious mind game.

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Sledge, George W. „Schola Medica Powerpointica“. Oncology Times 39, Nr. 4 (Februar 2017): 20–21. http://dx.doi.org/10.1097/01.cot.0000513321.21739.4f.

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HENGST, Karlheinz. „Schola Onomastica Lipsiensis“. Onoma 39 (31.12.2004): 109–25. http://dx.doi.org/10.2143/ono.39.0.2020707.

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Guevin, Dom Benedict. „Dominici Schola Servitii“. Downside Review 114, Nr. 397 (Oktober 1996): 294–312. http://dx.doi.org/10.1177/001258069611439705.

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Whitehouse, David, Lorenzo Costantini, Federico Guidobaldi, Siro Passi, Patrizio Pensabene, Simon Pratt, Richard Reece und David Reese. „The Schola Praeconum II“. Papers of the British School at Rome 53 (November 1985): 163–210. http://dx.doi.org/10.1017/s0068246200011533.

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LA SCHOLA PRAECONUM IIIn questo secondo rapporto sugli scavi della Schola Praeconum in Palatino, gli AA. presentano materiali da due contesti tardo-antichi: SP I, un riempimento datato al periodo 430–440 c. e SP II, un' altero riempimento probabilmente databile ai primi decenni del VII secoto. Dal contesto SP I si presenta i vetri, i bolli laterizi, i semi e gli insetti; dal SP II, le monete, le ceramiche e le lucerne. Il materiale ceramico dal contesto SP II stimola alcune ipotesi sui rapporti commerciali di Roma nel VII secolo. Infine, due appendici presentano una discussione delle iscrizioni dipinte sulle anfore di argilla 14 e un' analisi del contenuto delle anfore importate da Bi e Gaza in Palestina.

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Gubanova, L. V., M. O. Petrova und E. N. Vejber. „Dostoevsky, Western Writers and Schola“. Язык и текст 7, Nr. 1 (2020): 76–82. http://dx.doi.org/10.17759/langt.2020070107.

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The article is devoted to the review of the relations of the great Russian writer F. M. Dostoevsky, Western writers and scientists. We consider the mutual influence of Dostoevsky on Western literature and Vice versa. Dostoevsky belongs to writers whose biography is closely connected with their work. Dostoevsky's attempts to penetrate deeply into the soul are attempts to understand himself. This is why he was able to penetrate so deeply into the soul of his characters. Despite the fact that Dostoevsky was strongly influenced by Western European writers (Dickens, Schiller, Hoffman, etc.), he believed that the European way is disastrous for Russia and the great future of Russia, which will save the whole world, is possible only in Christ, in Orthodoxy, in the Church. Fyodor Mikhailovich Dostoevsky is a writer who created unforgettable realistic pictures of the world. Dostoevsky can be loved, admired, and hated (like Nabokov), but the fact that he is a genius writer cannot be denied.

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Danka, Ignacy, Krzysztof Witczak und Robert Zawadzki. „De schola Philologiae Classicae Lodziensis“. Collectanea Philologica 1 (01.01.1995): 13–17. http://dx.doi.org/10.18778/1733-0319.01.03.

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Autorzy dają krótki zarys historii fIlologii klasycznej na Uniwersytecie Łódzkim od roku 1945· aż do odejścia na emeryturę profesora Stefana Oświecimskiego (1976), skupiając uwagę przede wszystkim na działalności dydaktycznej. Wymieniają przy tym nazwiska licznych wykładowców i wychowanków z tego okresu, wspominają o obchodzonych uroczystościach i organizowanych obozach naukowych, a na koniec prezentują żartobliwą piosenkę studentów łódzkich (z lat siedemdziesiątych), w której wspomina się osobę prof. Oświecimskiego.

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Kaltner, Leonardo Ferreira, und Melyssa Cardozo Silva dos Santos. „A Decima Classis do Schola Aquitanica (1583)“. Cadernos de Linguística 2, Nr. 4 (11.09.2021): e501. http://dx.doi.org/10.25189/2675-4916.2021.v2.n4.id501.

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O presente artigo, derivado de apresentação de trabalho no congresso Interab/Abralin de 2021, tem por objetivo analisar, pela Historiografia da Linguística e pela Linguística Missionária, a décima classe do documento conhecido por Schola Aquitanica (1583), escrito em latim clássico, na variante humanística renascentista francesa. O documento educacional é o plano de estudos do colégio renascentista de Guiena, na França absolutista, que foi administrado pelo humanista português André de Gouveia (1497-1548). Sua educação linguística era inspirada no círculo intelectual de Erasmo de Roterdã e no desenvolvimento da corrente de pensamento do humanismo renascentista, pautado pelo ensino das línguas clássicas, no modelo de collegium trilingue. A décima classe era a classe educacional inicial, e o documento registra a alfabetização latino-francesa da época. Por fim, o documento é tema de estudos da Linguística Missionária, tendo em vista que o conteúdo de alfabetização era relacionado à matéria de cunho catequético, como parte da doutrinação cristã, no clima intelectual quinhentista. O humanista André de Gouveia também foi o fundador do Real Colégio das Artes de Coimbra (1548), em Portugal, e o documento assim teria influência na recepção do humanismo renascentista nesse contexto. No artigo apresentamos o texto latino, tradução e comentários, sobre o pensamento linguístico da época, além da contextualização da obra.

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Woods, David. „Subarmachius, Bacurius, and the Schola Scutariorum Sagittariorum“. Classical Philology 91, Nr. 4 (Oktober 1996): 365–71. http://dx.doi.org/10.1086/367528.

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Mendoza, Vicente T. „Revista de Cultura Sacro-Musical, de Schola Contorumó.“ Anales del Instituto de Investigaciones Estéticas 2, Nr. 6 (30.07.2012): 103. http://dx.doi.org/10.22201/iie.18703062e.1940.6.221.

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Dissertationen zum Thema "Schola"

McKenrick, Joshua Allen Wright. „Tempus Schola: A Proposal for the New Jefferson-Houston School“. Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/33462.

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Time is an ever-present entity that is an incredibly complex yet constant force in the life of each and every one of us. Since earliest history, humanity has attempted to recognize and use the evaluation of time to an advantage, eventually developing time into measurable commodity with determinable value. Beyond the obvious respect of time measurement, the larger concept of â timeâ and its applications is of value to nearly every discipline. In the case of architecture, we have the ability to manipulate and use time to serve a purpose, whether that be creating a sundial to celebrate time passing or creating a black box to shield us from timeâ s presence. In most cases though, time is merely a variable to work with to achieve a higher goal. This thesis looks to reverse this concept and use time and its varying manifestations as the main parameter to drive and develop architecture. In this case, the architecture will take the form of a school; a perfect example of a program in need of the recognition of time not only for its fluctuating yet ordered schedules and calendars, but also for the conservation and expedient use of this valuable commodity. Most importantly though, a school provides a significant opportunity to showcase the educational capability that results from the experience in, and the observance of, time itself. This thesis will produce a design for a Pre-K-through-8th grade school to be located on the site of the existing Jefferson-Houston School in Alexandria, VA.
Master of Architecture

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Lutz, Wolfgang. „Global Sustainable Development priorities 500 y after Luther: Sola schola et sanitate“. The National Academies of Sciences, Engineering, and Medicine, 2017. http://epub.wu.ac.at/6402/1/6904.full.pdf.

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Martin Luther succinctly summarized his theology in sola statements, such as sola scriptura, viewing the Bible (scriptura) as the only valid source of information about God rather than what he viewed as the extraneous, corrupting church doctrine of the time. As a secular side effect of this focus on individual reading skills, the Protestant territories were the first to acquire high literacy rates, which subsequently fostered health, economic growth, and good governance. Here I argue that a similar priority focus on empowerment of all segments of all populations through education and health (sola schola et sanitate) is needed today for sustainable development. According to decades of research, education and health are essential prerequisites for ending poverty and hunger, for improving institutions and participation in society, for voluntary fertility declines and ending world population growth, for changing behavior and adoption of new and clean technologies, and for enhancing adaptive capacity to already unavoidable climate change. This approach avoids paternalistic imposition of development policies by focusing external aid on enabling people to help themselves, their families, and communities. Prioritizing education and health also helps move more industrialized, aging societies from a focus on material consumption to one on quality of life. Sola schola et sanitate suggests that well-being will increasingly be based on health, continued mental stimulation, and consumption of cultural products, rather than fossil fuels and materials. Thus, cognition - or brain power - can be viewed as the zero-emissions energy for sustainable development.

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Flint, Catrena M. „The Schola Cantorum, early music and French political culture, from 1894 to 1914 /“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102800.

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This dissertation is based on the study of over 340 performances of early music given by the Parisian Schola Cantorum and its sister association, the Chanteurs de Saint-Gervais, between 1894 and 1914. The first chapter explores performance trends for this repertoire in isolation. Chapter 2 is an attempt to root out personal reasons for the changes in Schola programming, and also provides a sketch of the community that was behind the institution. The next chapter considers how Schola programming may have been affected by changes to the institution's mandate, goals, and relationship to the Conservatoire and other Republican institutions. The circle widens in Chapter 4, with a discussion of the relevance of Bordes's revival to sacred music reform. In the final chapter, the Schola's revival is placed in the broader context of French fin-de-siecle politics and nationalism in particular.
This dissertation provides a new assessment of Charles Bordes and Vincent d'Indy's respective biographies and demonstrates that many of the right-wing programming tendencies at the Schola should be attributed to Bordes. The importance of personal networks is emphasized in most of the dissertation. In addition to providing information on an unprecedented number of Schola concert types, this dissertation identifies the importance of looking to revivals of seventeenth-century music after 1898. For this repertoire provided an analogue for Ferdinand Brunetiere's ideas of an ideal, seventeenth-century French. An important shift in concert type and repertoire after 1904 provides a new window on d'Indy biography and underscores the transformation of the French public's musical values around the same time. The Schola's role in the reform of sacred music has been over estimated. The papal motu proprio of 1903 only reiterated instructions on sacred music previously handed down by the Sacred Congregation of Rites in 1894 and it was probably not directed specifically at the Parisian Schola Cantorum. The Schola's concerts of early music became sites for the expression of cultural difference. Much like many concerts exclusively devoted to this repertoire---and unlike many events that combined early and contemporary music---the "Frenchness" expressed at these events was intended to remain beyond the grasp of the average French citizen.

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Bourhis, Michelle. „La Schola Cantorum dans la vie symphonique à Nantes de 1913 à 1947“. Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR127/document.

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De 1913 à 1947, entre la première prestation de ses choeurs jusqu’au décès de sa fondatrice, Marguerite Le Meignen, la Schola Cantorum de Nantes connaît une activité ininterrompue malgré deux guerres mondiales et un contexte politique agité. Le groupement naît dans une ville prospère avant la Première Guerre mondiale où la vie musicale est fort diversifiée, le théâtre lyrique occupant cependant la première place. Grâce à Marguerite Le Meignen, une femme à la très forte personnalité, une société de concerts voit le jour. Très solidement organisée, sachant communiquer avec brio, elle propose des programmes variés tant l’hiver que l’été. Le lien avec la Schola Cantorum de Paris fondée par Vincent d’Indy, affirmé avec conviction au début de l’apparition de la Schola de Nantes, se relâche très rapidement pour laisser place à une réalisation originale. La place hégémonique de Marguerite Le Meignen qui domine la vie musicale nantaise pendant trente-quatre ans, empêche la pluralité, même si elle finit par être en concurrence avec d’autres groupements symphoniques dont le principal, l’Association des Concerts Symphoniques du Conservatoire de Nantes préfigure l’actuel Orchestre National des Pays de la Loire
From 1913 to 1947, since the first choirs performance to the death of her founder, Marguerite Le Meignen, Nantes Schola Cantorum experienced an uninterrupted activity, despite two world wars and a disturbed political context. The group is born in Nantes, a flourishing town before WWI where musical life is greatly diversified, despite the predominance of lyric theater. Thanks to Marguerite Le Meignen, a very strong personality, a concert company comes. With a great sense of organization, knowing how to communicate with brio, she suggests various programs both winter and summer. The link with Paris Schola Cantorum founded by Vincent d’Indy, assured with conviction at the creation of Nantes Schola, soon vanished very quickly. Marguerite Le Meignen’s hegemonic place, dominating Nantes musical life during thirty-four years, prevented plurality, evenif she ends up competing with other symphonic bands, particulary the famoust « Association des Concerts Symphoniques du Conservatoire de Nantes » who prefigures the actuel « Orchestre National des Pays de la Loire »

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Leflot, Thomas. „La correspondance des arts chez Vincent d’Indy : étude de ses pratiques musicales, picturales et de ses écrits au regard de son environnement socio-culturel, philosophique et artistique“. Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040120.

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Célèbre compositeur et enseignant, Vincent d’Indy est moins connu pour l’intérêt qu’il porta tout au long de sa vie aux beaux-arts. Il pratiqua le dessin et la peinture pendant plusieurs décennies et parcourut l’Europe à la recherche des plus beaux sites historiques et des plus fameux musées. Sa fréquentation des artistes et des mécènes dans les Salons et les expositions lui permit d’avoir de fructueux échanges avec de nombreux plasticiens. Son obsédante référence à la nature dans ses aquarelles apparaît également dans ses poèmes symphoniques ou ses opéras. Cette thématique bucolique s’inscrit dans une sphère d’influence romantique qui jalonne ses compositions. Enfin, son approche de l’histoire de la musique est réhaussée de multiples références esthétiques. Elles nous éclairent sur ses influences, d’Émile Mâle à John Ruskin en passant par Félicité de Lamennais
The celebrated composer and professor Vincent d'Indy is less well-known for his lifelong interest in the arts. He drew and painted for many decades, and he travelled throughout Europe looking for the most beautiful historical sites as well as the most famous museums. Associating with artists and patrons of art in salons and exhibitions enabled him to benefit from contact with numerous painters or sculptors. His constant reference to nature in his watercolours was also apparent in his symphonic poems or operas. This rustic theme places him in a field of romantic influence in which compositions blaze a trail. Also, his approach to the history of music is heightened by the many aesthetic references which throw light on his influences, such as Émile Mâle, John Ruskin or Félicité de Lamennais

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Musk, Andrea N. „Aspects of regionalism in French music during the Third Republic : the Schola Cantorum, d'Indy, Severac and Canteloube“. Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365475.

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Rouchon, Jean-Francois. „Les mélodies de Charles Bordes (1883-1909) : Histoire et analyse“. Thesis, Lyon, 2016. http://www.theses.fr/2016LYSES017.

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Disciple de César Franck, Charles Bordes a tracé son parcours de musicien en marge du Conservatoire et des institutions officielles. De son intégration à la « bande à Franck » jusqu’à la fondation des Chanteurs de Saint-Gervais et de la Schola cantorum, il a tissé un vaste réseau relationnel formé de compositeurs, d’interprètes, d’écrivains et de mélomanes, qui l’ont, par la suite, décrit comme un fervent artisan du renouveau musical français. Cette image a, en contrepartie, partiellement occulté l’œuvre de compositeur de Bordes. Ses mélodies présentent pourtant un remarquable intérêt. L’histoire de leur publication permet de mettre en évidence la complexité des relations avec le monde de l’édition à la fin du XIXe siècle et la nature du travail de révision posthume effectué par son ami Pierre de Bréville. L’analyse du corpus témoigne de l’originalité de la production, aussi bien sur le plan des choix littéraires – Bordes fut l’un des pionniers de la mise en musique des poèmes de Paul Verlaine et de Francis Jammes – que d’une écriture musicale inspirée et aux frontières de l’académisme sur le plan harmonique. Auteur de plus de trente-cinq mélodies avec piano, Bordes s’essaya également à la composition de mélodies orchestrées ou « symphoniques », comme nombre de ses contemporains au tournant du siècle
Student of César Franck, Charles Bordes established himself as a musician outside the Conservatoire and the official institutions. From his integration with the “bande à Franck” to the founding of the Chanteurs de Saint-Gervais and the Schola cantorum, he formed a vast network of relationships among composers, interpreters, writers and music lovers, who would later describe him as a fervent architect of the French musical revival. This image overshadowed his contributions as a composer; his mélodies, however, still stimulate a remarkable interest. An examination of the history of their publication reveals the complexity of relationships within the musical publishing world at the end of the nineteenth-century and the nature of the posthumous reviewing work executed by his friend Pierre de Bréville. The analysis of the corpus shows the originality of the production, either about its literary aspects – Bordes was among the first artists to set the poetry of Paul Verlaine and Francis Jammes to music – or about his inspired musical language at the boundaries of academia from an harmonic point of view. Author of more than thirty-five songs for voice and piano, Bordes also tried his hand at the composition of orchestrated or “symphonic” songs like many of his contemporaries at the end of the century

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Jankauskas, Benas. „Mikalojaus Daukšos Postilės marginalijos“. Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120620_100159-34748.

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Marginalijos – vienas įdomiausių knygos elementų tiek M. Daukšos Postilėje, tiek ir visose kitose senosiose knygose visame pasaulyje. Šiuo metu jų tyrimams skiriama vis daugiau dėmesio. Bakalauro darbe aptariamos marginalijų klasifikavimo galimybės, tyrimo istorija ir raida, tyrimo kryptys siejant teorinę medžiagą su darbo šaltiniu. Kadangi marginalijos Lietuvoje dar tik pradedamos tirti, darbas iš dalies skirtas supažindinimui su šiuo knygos elementu. Darbe analizuojamos Postilės pirmosios dalies marginalijos, skirstomos į tris pagrindines grupes: glosas, rubrikas ir scholijas. Pagal specialiai susidarytą marginalijų klasifikaciją šios grupės dar skirstomos į pogrupius pagal atliekamas funkcijas. Atlikus tyrimą, daroma išvada, kad marginalijos Daukšos Postilėje dažniausiai atlieka pagalbinę funkciją – nurodo, kas pasakojama tam tikroje pastraipoje, paaiškina kitos kalbos, neaiškios tarmės žodį, informuoja, iš kurio šaltinio yra cituojama. Kita marginalijų paskirtis – tai galimybė Postilės vertėjui M. Daukšai knygos paraštėse parodyti skaitytojui lietuvių kalbos grožį, jos žodyno turtingumą. Darbo priede pateikiama 120 įdomiausių marginalijų – glosų – pavyzdžių, kuriuose matomas tiesioginis ryšys su pagrindiniu tekstu.
Marginalia are one of the most interesting elements of the book not only in Postilla by Mikalojus Daukša, but also in books worldwide. Currently, researches based on marginalija attract even more attention. Research of the final work contains theory of classification and development of similar researches. As this work is fresh in Lithuania, the goal of introducing marginalia should be considered too. Analyzed marginalia are divided into three main groups: glosses, rubrics and scholias. By special classification of marginalia of this book, groups are divided into subgroups. Analysis shows that marginalia in Postilla by M. Daukša help reader to understand the text easily. Other function of marginalia of this book is that the author can show the beauty and riches of his language. In the appendix of the work there are 120 most interesting examples of glosses, where the relation between text and marginalia is shown.

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Zlámalová, Michaela. „Repositioning značky Scholl“. Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-75255.

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This thesis reports on brand repositioning, i.e. changing a position of a brand. The theoretical approaches are described in the first part, the second one focuses on an analysis of the Scholl brand repositioning. This brand offers shoes of a supreme quality and design. The main goal of this paper is to evaluate the continous results of the repositioning activities accomplished since 2009, compare them with the specified goals for this mission, and based on the findings, formulate recommendations for Scholl, how to proceed in order to achive those goals.

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Hopf, Diether. „Scholia zur griechischen Remigration“. Universität Potsdam, 1988. http://opus.kobv.de/ubp/volltexte/2009/3597/.

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Bücher zum Thema "Schola"

V, Vorobʹev A., Hrsg. Schola - 2000. Moskva: A.V. Vorobʹev, 2000.

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Kocábová, Natálie. Schola alternativa. Praha: Mladá fronta, 2004.

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Wagner-Peterson, Boris. Doctrina schola vitae. Göttingen: Vandenhoeck & Ruprecht, 2013. http://dx.doi.org/10.13109/9783666550553.

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Gryglewska, Agnieszka, und Olgierd Czerner. Schola Architecturae: Budynki szkół archtektury. Wrocław: Oficyna Wydawnicza Politechniki Wrocławskiej, 2005.

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Sarnelli, Pompeo. Scuola di bestie: Bestiarum schola. Bari: Cacucci, 2008.

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Harvey, Christopher. Schola Cordis: (the school of the heart). New York: AMS Press, 2003.

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Schola Illustris: The Roxbury Latin School 1645-1995. Boston: D.R. Godine, 1995.

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Morpurgo, Piero. Filosofia della natura nella Schola salernitana del secolo XII. Bologna: Cooperativa Libraria Universitaria, 1990.

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Morpurgo, Piero. Filosofia della natura nella Schola Salernitana del secolo XII. Bologna: CLUEB, 1990.

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The Schola Palatina and the Carolingian renaissance in Val di Chienti: La Schola Palatina e la rinascenza carolingia in Val di Chienti. [S.l: s.n.], 2011.

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Buchteile zum Thema "Schola"

Maschke, Eva M. „Composer, performer, teacher: Jeanne Barbillion (1895–1992) and the Schola cantorum, Paris“. In The Routledge Handbook of Women's Work in Music, 124–35. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429201080-13.

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Kümmet, Caspar. „“De Lectione Hebræo-Germanica” / ‘On Reading Hebrew-German,’ from Schola Hebraica / Hebrew School (1688)“. In The Cultural Study of Yiddish in Early Modern Europe, 200–209. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1007/978-1-137-04655-0_17.

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Feller-Vest, Veronika. „Glarner Studenten an der Hohen Schule in Zürich nach dem Album in Tigurina Schola Studentium“. In Reformierte Orthodoxie und Aufklärung, 349–426. Köln: Böhlau Verlag, 2012. http://dx.doi.org/10.7788/boehlau.9783412215644.349.

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Rioli, Maria Chiara, und Riccardo Castagnetti. „Sound Power: Musical Diplomacy Within the Franciscan Custody in Mandate Jerusalem“. In European Cultural Diplomacy and Arab Christians in Palestine, 1918–1948, 79–104. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55540-5_5.

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AbstractAlthough often underestimated or barely quoted by historical studies, music plays a crucial role in the cultural agenda of Church institutions and missionary congregations. Among the Catholic actors, the Franciscan Custody of the Holy Land was a central one connecting two of their main goals: evangelisation and education. These two tasks were strictly linked: music was a central element in the liturgies celebrated in the parishes and in the Holy Places and at the same time a pedagogical tool, taught in the schools ruled by the Friars. Music reveals also the complex process of encounter of Palestinian and Western patterns in modern Palestine. In this way the music sung and taught in the St Saviour also contributed to shape the soundscape of Jerusalem. The chapter discusses various sources related to Augustine Lama, at that time the director of the schola cantorum of St Saviour.

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Gao, Min, Yang Chen, Qingyuan Gong, Xin Wang und Pan Hui. „Understanding Scholar Social Networks: Taking SCHOLAT as an Example“. In Computer Supported Cooperative Work and Social Computing, 326–39. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4549-6_25.

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Cotts, John D. „Monks and Clerks in Search of the Beata Schola: Peter of Celle’s Warning to John of Salisbury Reconsidered“. In Studies in the Early Middle Ages, 254–77. Turnhout: Brepols Publishers, 2006. http://dx.doi.org/10.1484/m.sem-eb.3.3848.

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Lin, Ronghua, Chengjie Mao, Chaodan Mao, Rui Zhang, Hai Liu und Yong Tang. „SCHONA: A Scholar Persona System Based on Academic Social Network“. In Human Centered Computing, 223–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-37429-7_22.

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Tromba, Anthony. „Scholia“. In Springer Monographs in Mathematics, 169–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25620-2_9.

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Dijkman, Bea L., Paul C. Beenen und Jelly Zuidersma. „Scholar“. In Older People: Improving Health and Social Care, 243–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97610-5_12.

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Smith, Hugh. „Scholar“. In On Clausewitz, 14–21. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230513679_2.

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Konferenzberichte zum Thema "Schola"

Sánchez-Jara, Javier Merchán. „Digital schola“. In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669954.

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Kružíková, Lenka. „Muzikofiletické přístupy v hudební výchově“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-8.

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The subject of the paper is an insight into the music philetic practice with theoretical and practical grounding. The theoretical part informs about research and publishing activities, innovative principles and presents foreign music-expressive concepts and methods applicable in the Czech music education environment. The practical part conceives the musical techniques of music philetic work with clear descriptions and case studies. The author focuses on individual music-interaction areas. Since we should be based on the needs and individuality of the student in the educational and formative process, the author perceives the importance of musical and non-musical goals as equal partners in music education.

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Daněk, Alois. „Hudební výchova – možnosti v edukaci sociálně znevýhodněných dětí“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-7.

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Music education has an irreplaceable position in the education of children with special educational needs. However, in the context of this target group, it is often confused with music therapy. The aim of this paper is to present to the professional public the results of a music education project in which we worked with a group of socially disadvantaged children. We chose a qualitative research design which allowed us to gain a thorough insight into the research setting. We gathered information using interviews and processed the data using grounded theory and phenomenological interpretive analysis. The results obtained point to the need for a modification of music education that would respond to the specificities of this target group. We will use the research outcomes to demonstrate the individual differences and points of contact between music education, music therapy, and music philetics. In the discussion, we will reflect on the need for thorough teacher training and highlight the untapped interdisciplinary potential of modern music education.

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Jiřičková, Jiřina. „Motivující principy skupinového on-line hudebního vyučování se zaměřením na vokální činnosti“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-12.

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The paper names and briefly captures the motivating teaching approaches applicable in group music education with a focus on vocal activities. These include respect, trust, affection, physicality, and attention. The motivating and interconnected principles that Doug Goodkin uses can be understood as a basis and at the same time inspiring stimuli for on-line group music teaching with a predominance of vocal activities, whose task is to motivate children to their own vocal expressions and special natural elementary expression through elements of music.

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Chloupek, Tomáš, Vilma Polmanová und Pavel Ostrý. „Lidová píseň v současné školní praxi: dílčí výsledky výzkumu o využití lidové písně a folkloru pohledem učitelů hudební výchovy základních a středních škol“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-6.

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Folk music is undoubtedly an essential cultural asset with great didactic potential. The content of the paper are the ongoing results of a research survey focusing on the teachers’ usage of folk songs in music education at primary and selected secondary schools. The main ways of using this topic in the context of four fundamental teaching areas (set out in the FEP) and in other musical or interdisciplinary topics and activities are presented here. A specific group of respondents who reported to folklore activities in the questionnaire is then examined. Their answers regarding preference and especially the use of folk music in music lessons are evaluated. Everything is simultaneously compared with the answers of the remaining respondents who did not report to folklore.

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Dombi, Józsefné. „Musical Traditions and New Music in Educational Context“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-3.

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The topic of the presentation is the traditions of Hungarian elementary music schools. In this school type, music is taught in a higher number of lessons from the first to the eighth grade, in the lower primary years (from the first to the fourth grade) 4+2, later 3+2 lessons a week, the +2 refers to choir practice. The material is traditionally based on folk music, music eras, and the works of Kodály and Bartók. The presentation collects the works of Kodály and Bartók, taught in the eighth grade, and other significant pieces. New music is represented by Miklós Kocsár’s piano pieces and choir pieces.

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Prchal, Jan. „Projekt MOSAIC – každý žák hudebním skladatelem“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-9.

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The inclusion of a new key competence – digital – has raised a strong wave of reactions, mostly dissenting. The non-transparency of the process, the weakening of the Arts and Culture area is rightly criticized by reducing the hour range to upper primary schools, and, last but not least, the disregard of disciplines that develop non-technical competencies. This paper can be used as an argument that digital competencies do not necessarily conflict with art education and that a reduction in the number of lessons was not necessary – the content of digital education can also be implemented in subjects in the field of Arts and Culture.

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Brunner, Georg. „Example of the Connection Between Musicology and Music Education for the Preservation of Cultural Heritage“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-2.

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For schools, the fundamental question is to what extent cultural heritage, and here specifically classical music, can play a role. In the scope of this paper, we will take an approach that places aspects of musicological research at the centre of music education. What role can musicological research play at schools and universities? In the following article, we will show how musicological (basic) research methods can be integrated into university teaching and school music lessons through relevant questions in a project-like approach. The focus is on exploring the musical culture of a region through archival work.

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Musil, Jaroslav. „Multimediální pracoviště učitele ve výuce hudební výchovy, nauky“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-10.

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The paper introduces the hardware and software of a teacher’s multimedia workplace and its integration into music education or music theory. It deals with the use of modern interactive teaching technologies and describes the possibilities and advantages of additional music hardware as a more comfortable input and output for users - musicians. It also presents electronic documents as resources for creating teaching materials, their acquisition, modification, and use, and basic software for the teacher’s workplace, its possibilities, and the use of already created lessons. Finally, it provides examples of tutorials specifically designed for teaching music (notes, rhythm, intervals, chords, scales, intonation, etc.), notation programs, programs for recording and editing music, and examples of online applications that can be used in music education.

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Ostrý, František. „K problematice české zpěvníkové literatury aneb „Já, písnička“ v hudebním vzdělávání“. In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-11.

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This paper deals with a number of songbooks “Já, písnička”, the most widespread songbook in the Czech Republic, especially its first part, which is intended for the lower primary school by the publisher. There are several errors, inaccuracies, and misinformation that the songbook contains. Greater attention is paid to the vocal range, which is inappropriate for many songs. In conclusion, it is stated that the songbook is not suitable as teaching material for music education.

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Berichte der Organisationen zum Thema "Schola"

Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Schools: United States Army Officer Candidate School. Fort Belvoir, VA: Defense Technical Information Center, Juni 2001. http://dx.doi.org/10.21236/ada402499.

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Mizala, Alejandra, und Miguel Urquiola. School Markets: The Impact of Information Approximating Schools' Effectiveness. Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13676.

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Card, David, Martin Dooley und Abigail Payne. School Competition and Efficiency with Publicly Funded Catholic Schools. Cambridge, MA: National Bureau of Economic Research, Juli 2008. http://dx.doi.org/10.3386/w14176.

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Cohodes, Sarah, Elizabeth Setren und Christopher Walters. Can Successful Schools Replicate? Scaling Up Boston’s Charter School Sector. Cambridge, MA: National Bureau of Economic Research, Mai 2019. http://dx.doi.org/10.3386/w25796.

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Uribe, Claudia, Richard Murnane, John Willett und Marie Andrée Somers. Expanding School Enrollment by Subsidizing Private Schools: Lessons from Bogotá. Cambridge, MA: National Bureau of Economic Research, Oktober 2005. http://dx.doi.org/10.3386/w11670.

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Cristia, Julian P., Paulo Bastos, Kim Beomsoo und Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.

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Mensch, Barbara, Wesley Clark, Cynthia Lloyd und Annabel Erulkar. Premarital sex and school dropout in Kenya: Can schools make a difference? Population Council, 1999. http://dx.doi.org/10.31899/pgy6.1025.

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Jackson, C. Kirabo, Shanette Porter, John Easton und Sebastián Kiguel. Who Benefits From Attending Effective Schools? Examining Heterogeneity in High School Impacts. Cambridge, MA: National Bureau of Economic Research, Dezember 2020. http://dx.doi.org/10.3386/w28194.

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Shanks, Rachel. Affordability of secondary school uniform in Scotland: Policy Briefing. University of Aberdeen, November 2020. http://dx.doi.org/10.57064/2164/15388.

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A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans.

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