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Relevant bibliographies by topics / Armenian Mathematics

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Academic literature on the topic 'Armenian Mathematics'

Author: Grafiati

Published: 29 July 2024

Last updated: 30 July 2024

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Journal articles on the topic "Armenian Mathematics"

1

Shafranskaya, Eleonora F. "Drevin and Slutsky: The Context of One Poem." Polylinguality and Transcultural Practices 21, no. 1 (March 15, 2024): 144–53. http://dx.doi.org/10.22363/2618-897x-2024-21-1-144-153.

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The study presents one of the analytical fragments of the Armenian text of Russian poetry. The corpus of “Armenian” texts includes the poem “The Builder of Paradise, the painter Drevin” by Boris Slutsky, which is outwardly unrelated to Armenia. The purpose of the article is to analyze the semantics of the poem’s context, in particular, its indirect connection with Armenia. The author solves a number of problems: characterizing the artistic work of Alexander Drevin and the role of Armenia in it, including writing an essay about the tragic biography of the artist; designation of Armenia’s place on the scale of values in the poetry of Boris Slutsky; characteristics of the Soviet image of paradise and its embodiment in art and literature. Using historical, cultural and biographical methods, the study reveals the Armenian subtext in the “non-Armenian” poem “The Builder of Paradise, the painter Drevin” based on the poems of Boris Slutsky and the archival file on charges of counter-revolutionary activities against Alexander Drevin (GA RF).

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Choriyan, S. K. "EKATERININSKAYA WOMEN‘S GYMNASIUM OF NAKHICHEVAN-ON-DON." History: facts and symbols, no. 4 (December 8, 2021): 144–50. http://dx.doi.org/10.24888/2410-4205-2021-29-4-144-150.

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Among the educational institutions of the Armenian city of Nakhichevan-on-Don, a special place was occupied by the Catherine women's gymnasium. This educational institution underwent an evolution from a three-year school to a female gymnasium, the appearance of which marked the manifestation of a rather conservative Armenian society towards female education. Unlike the parish schools Armenian educational institutions of the city, where the teachers were Armenians, the mentioned gymnasium was an educational institution in which a wide range of subjects were taught by teachers of various nationalities. The subjects studied here aligned with the subjects of the gymnasium program, including various languages, mathematics, physics, history, drawing, dance, etc. The city public administration of Nakhichevan-on-Don has always shown touching concern for the Catherine's female gymnasium, and all the problems that the Board of Trustees of the gymnasium faced were promptly resolved. Catherine's female gymnasium enjoyed great prestige among the local population, which was reflected in its overcrowding with students and the emergence of parallel classes.

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Krzak, Andrzej. "The Greco-Turkish War of 1919–1922: Causes, Course, Effects." Studia Środkowoeuropejskie i Bałkanistyczne 32 (September 29, 2023): 65–87. http://dx.doi.org/10.4467/2543733xssb.23.004.18430.

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The Greco-Turkish war, in its strictest sense, was a multifaceted conflict characterized by the varied actions of the combatants. Even though there were not any coalitions comprising military contingents, joint command structures, or coordinated military forces between the Greek, Armenian, and French nationalist factions, one can argue that each theatre of warfare – Armenian, Cilician, and Greek (Anatolian) – operated as a cohesive strategic unit. For many Greeks and Armenians, this conflict represented an extension of their national liberation effort, driven by territorial aspirations, a quest to realize their national vision, and an ambition to humble a longstanding adversary. On the other hand, the inhabitants of Anatolia and the Muslim refugees who had sought sanctuary in the region – individuals who increasingly identified as Turks rather than Ottomans – were motivated by their pursuit of national sovereignty and independence.

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Osadchaya, Galina, Gevork Poghosyan, and Olga Volkova. "On the International Scientific Conference “Socio-Economic Potential of the Armenian Diaspora in the Context of Integration in the EAEU”." DEMIS. Demographic Research 2, no. 4 (December 28, 2022): 156–62. http://dx.doi.org/10.19181/demis.2022.2.4.12.

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On October 26–27, 2022, the international scientific conference “The Socio-Economic Potential of the Armenian Diaspora in the Context of Integration Processes in the EAEU” was held in a mixed format. The organizers of the scientific event were the Institute for Demographic Research – branch of the Federal Center for Theoretical and Applied Sociology of the Russian Academy of Sciences (IDR FCTAS RAS), the Institute of Philosophy, Sociology and Law of the National Academy of Sciences of the Republic of Armenia, the Scientific Council “Socio-Political Problems of the Formation of the Eurasian Economic Union (EAEU)” of the Department for Social Sciences RAS.

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Kuyumjian, Aram. "THE ARMENIAN GENOCIDE: INTERNATIONAL LEGAL AND POLITICAL AVENUES FOR TURKEY’S RESPONSIBILITY." Revue de droit de l'Université de Sherbrooke 41, no. 2 (2011): 247. http://dx.doi.org/10.7202/1107322ar.

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6

Papangelou, F. "The Armenian Connection: Reminiscences from a time of interactions." Journal of Contemporary Mathematical Analysis 44, no. 1 (February 2009): 14–19. http://dx.doi.org/10.3103/s106836230901004x.

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7

Kazaryan, G., A. Karapetyants, V. Margaryan, G. Mkrtchyan, and A. Sergeev. "New classes of function spaces and singular operators." Transactions of the Moscow Mathematical Society 82 (March 15, 2022): 273–88. http://dx.doi.org/10.1090/mosc/327.

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This article is dedicated to the memory of Garnik Al’bertovich Karapetyan and it contains a review of results obtained by G. A. Karapetyan and his colleagues within the joint Russian–Armenian project of RFBR. In the first section, we look at multi-anisotropic spaces which were intensively studied by Karapetyan and his students. The second section is devoted to a new class of singular Hausdorff and Hausdorff–Berezin operators. In the third section, we study the connection between real function spaces and operator algebras in a Hilbert space, established by means of a quantization procedure. UDK: 517.518.

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Manukyan, Samvel. "Mathematical Models of Migration Balance and Migration Attitudes in Armenia." DEMIS. Demographic Research 4, no. 1 (March 29, 2024): 23–39. http://dx.doi.org/10.19181/demis.2024.4.1.2.

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The purpose of the study is to provide a quantitative explanation of the migration balance and migration attitudes in Armenian society. A linear regression model has been constructed to explain the dependence of the migration balance on variables at the macro level, including annual GDP growth, the internal and external political state of Armenia. Data from the Armenian Statistical Service on statistics of border movements and annual GDP growth were used. The foreign policy state is represented by a variable taking the values “Truce”, “War”, and “Intense War”. The internal political state is represented by a variable taking the values “Open conflict”, “Latent conflict”, “Balanced”, “Positive expectations”, and “High expectations”. Based on the model, an estimate of the migration balance for 2023 was calculated. According to a sociological survey conducted in November 2022 using the structural modeling method (Structural Equation Modeling), two models were built that explain migration attitudes in society through the socio-economic characteristics of the respondent and characteristics of his political culture, including: the presence of a labor migrant in the family, the age of the respondent, approval of the 2018 revolution in Armenia, the realization of expectations from the revolution, a sense of political competence, political subjectivity and patriotism. The results of the study can be used to forecast the migration balance and migration attitudes in the society, as well as strategic planning and management of migration processes in Armenia.

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Plunger, Cornelia, and Anahit Yenokyan. "Conveying different types of values via mathematical tasks." Prometeica - Revista de Filosofía y Ciencias, no. 27 (July 27, 2023): 336–46. http://dx.doi.org/10.34024/prometeica.2023.27.15310.

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The purpose of this paper is to analyse possibilities of including and conveying a variety of values in teaching mathematics through tasks in terms of their openness. In the first part of the introduction we present the theoretical ideas about values in mathematics education by Bishop and Lim & Ernest. The second part of introduction sets out the reasons why an emphasis on values seems advisable. Mathematics is not commonly associated with a variety of values. However, for mathematical education an orientation towards societal demands appear relevant. Scholars like Skovsmose and Fischer alike demanded the development of a reflecting ability. Some national state curricula depict some of the societal demands by calling for an orientation towards general values for all school subjects, but in this we see discrepancies to practiced teaching. The section “Tasks and Values” relates to justifying why tasks appear to be a useful means of influencing mathematics education. Several scholars have already investigated the possibilities of different task-types for teaching values. Here we connect this purpose to tasks characterized by their varying openness. As teachers are essential to unfold the potential of tasks, the present analysis is intendent to give them concrete ideas for mediating values in mathematics classes. In the main part we analyse traditional tasks from ancient textbooks, with experiences in Armenian classes, as well as an open task with experiences of Austrian students in partner work. The discussed tasks provide opportunities for mathematical values like control, openness and for epistemological values as well as for more general values like self-confidence, mutual respect, justice and mathematics educational values like accuracy and consistency. In conclusion, the encouragement towards discussions among and with the students during the solving process of the task appears to be essential. Our experiences show that students mainly react positively towards such discussing activities. This could be a motivation for teachers to take up this issue besides of idealistic reasons.

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10

TOROSYAN T.SH., TOROSYAN T. SH, and MEJLUMYAN SH S. MEJLUMYAN SH.S. "ЭКОНОМИКО-МАТЕМАТИЧЕСКАЯ ОЦЕНКА РОСТА МЕЖДУНАРОДНОГО ТУРИЗМА В АРМЕНИИ." Экономика и предпринимательство, no. 5(166) (June 28, 2024): 353–58. http://dx.doi.org/10.34925/eip.2024.166.5.071.

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This article presents an economic-mathematical assessment of tourism growth in Armenia, analyzing data from 2005 to 2020. Key topics include tourism's impact on economic growth, employment, and infrastructure, as well as non-linear relationships and regression model comparisons. The study underscores the importance of strategic reforms for maximizing tourism's positive effects on Armenia's economy. В статье представлены экономико-математическую оценку роста туризма в Армении на основе данных за период с 2005 по 2020 год. Ключевые темы включают в себя влияние туризма на экономический рост, занятость и инфраструктуру, а также анализ нелинейных зависимостей и сравнение регрессионных моделей. Исследование подчеркивает важность стратегических реформ для максимизации положительного воздействия туризма на экономику Армении.

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Dissertations / Theses on the topic "Armenian Mathematics"

1

Avetisyan, Misak G. "Optimal Expansion Strategy for a Developing Power System under the Conditions of Market Economy and Environmental Constraint: Case of Armenia." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1153567970.

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Books on the topic "Armenian Mathematics"

1

Hopar. Armenian transformation equations for relativity. Los Angeles: Hopar, 2007.

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2

1952-, Saghatʻelyan Vahan, and Mirumi︠a︡n, K. A. (Karlen Artavazdovich), eds. Mijnadaryan Hayastani matʻematikayi patmutʻyunitsʻ: (hodvatsner ev hraparakumner). Erevan: Haykakan SSH GA Hratarakchʻutʻyun, 1986.

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Grigoryan, J. Tʻ. Matʻematikakan terminneri baṛaran: Angleren-ṛuseren-hayeren = Slovarʹ matematicheskikh terminov : anglo-russko-armi͡a︡nskiĭ = Dictionary of mathematical terms : English-Russian-Armenian. Gyumri: "Imastaser Anania Shirakatsʻi" Hamals. Hrat., 2002.

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4

Edgeworth, Linda. Armenia: 1995 on-site technical assistance. Washington, D.C: International Foundation for Election Systems, 1996.

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5

Pohjolainen, Seppo. Modern Mathematics Education for Engineering Curricula in Europe: A Comparative Analysis of EU, Russia, Georgia and Armenia. Cham: Springer Nature, 2018.

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6

Mardoyan, L. G. Classical and quantum integrable systems: III international workshop : Yerevan, Armenia, June 29-July 04, 1998. Dubna: Joint Institute for Nuclear Research, 1998.

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7

Armenia) ISAAC (Conference) (2002 Yerevan. Complex analysis, differential equations and related topics: Proceedings of the ISAAC conference on analysis, Yerevan, Armenia, September 17-21, 2002. Edited by Barsegian Grigor A and Hayastani Hanrapetutʻyan Gitutʻyunneri Azgayin Akademia. Yerevan: "Gitutjun" Pub. House, 2004.

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8

NATO Advanced Research Workshop on Topics in Analysis and its Applications (2002 Yerevan, Armenia). Topics in analysis and its applications: Proceedings of the NATO Advanced Research Workshop, Yerevan, Armenia, 22-25 September, 2002. Dordrecht: Kluwer Academic Publishers, 2004.

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9

Avetisyan, Yuri. Armenian language and culture of speech. YSU Publishing House, 2021. http://dx.doi.org/10.46991/ysuph/9785808424791.

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The manual describes the Armenian versions, the main functions and functional styles of the modern Armenian language, introduces the forms of speech expression, the norms of verbal behavior (etiquette), the merits of speech and the peculiarities of public speech, the art of debate. Separate appendices provide spelling tips, basic rules of the Armenian punctuation, as well as original sources of spelling and punctuation and dictation materials. The theoretical and practical material of the manual has a pronounced professional orientation. It refers to the language of physics, chemistry, biology, geology, other natural sciences, such as mathematics and informatics. It is intended for the students of the faculties of natural sciences and mathematics, for all those who are interested in the Armenian language, the culture of speech.

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10

Lansell, Scott, and Linda Edgeworth. Armenia: 1995 On-Site Technical Assistance. Intl Foundation for Election, 1996.

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Book chapters on the topic "Armenian Mathematics"

1

Hovhannisyan, Ishkhan. "Overview of Engineering Mathematics Education for STEM in Armenia." In Modern Mathematics Education for Engineering Curricula in Europe, 63–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71416-5_5.

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Pohjolainen, Seppo, Tuomas Myllykoski, Christian Mercat, and Sergey Sosnovsky. "Case Studies of Math Education for STEM in Armenia." In Modern Mathematics Education for Engineering Curricula in Europe, 169–84. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71416-5_9.

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Giudice, Christian. "Silentium Post Clamores (1930–1946)." In Occult Imperium, 163–82. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197610244.003.0008.

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This chapter covers the final sixteen years of Reghini’s life, who, after the signing of the Lateran Accords of 1929, had been marginalized by the regime, along with his ideas for a Roman Pagan Renaissance. A historical analysis of the fifteen years, employing the use of never-before-published correspondence, sets up the scene for a textual analysis of Reghini’s last works, still heavily focused on Fascism, Pythagoreanism, and Mathematics, with an occult twist. The final years, especially, those dating 1939 to 1946, are covered thoroughly, and Reghini’s life is enlivened through the use of epistolary exchanges between the Florentine occultist and his master Armentano.

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Conference papers on the topic "Armenian Mathematics"

1

Nalbandyan, Roza. "Explaining Armenian Students' Mathematics Achievement in Comparison to Russia, Georgia, Iran, and Turkey (Poster 26)." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2105305.

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Nalbandyan, Roza. "Explaining Armenian Students' Mathematics Achievement in Comparison to Russia, Georgia, Iran, and Turkey (Poster 26)." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2105305.

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Nalbandyan, Roza. "Explaining Armenian Students' Mathematics Achievement in Comparison to Russia, Georgia, Iran, and Turkey (Poster 26): SIG-Multilevel Modeling, 10:01 AM." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2166496.

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