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Academic literature on the topic 'Leonards School'

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Published: 27 July 2024
Last updated: 29 July 2024

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Journal articles on the topic "Leonards School"

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Larsen, Frode. "Leonardo da Vinci in Raphael's School of Athens." Journal of Humanistic Mathematics 11, no. 2 (July 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, and Geoffrey W. Greenwood. "Leonard Rotherham CBE. 31 August 1913 – 23 March 2001." Biographical Memoirs of Fellows of the Royal Society 49 (January 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, no. 1 (February 19, 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, no. 3 (May 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 (December 1, 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, and Joshua Ronen. "Information Structures, Optimal Contracts and the Theory of the Firm." Journal of Accounting, Auditing & Finance 5, no. 1 (January 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, and Jalessa Bryant. "Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class." Harvard Educational Review 83, no. 3 (September 1, 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, no. 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, no. 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, and Travis Seay. "Examining Cultural Barriers to Teaching Anti-Racist History in the Rural U.S." Annals of Social Studies Education Research for Teachers 5, no. 1 (January 22, 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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Dissertations / Theses on the topic "Leonards School"

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Karlsson, Conny. ""What does music mean?" : En undersökning av Leonard Bernsteins pedagogiska metoder i hans första Young People's Concert." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1743.

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Dirigenten och komponisten Leonard Bernstein (1918-1990) var en av sin tids ledande kulturella celebriteter i Amerika. Bernsteins berömmelse vilade på hans mångsidighet inom skilda artistiska områden. Särskild uppmärksamhet fick dock hans banbrytande verksamhet som musikfolkbildare i tv. En allmän uppfattning är att Bernsteins personliga karisma och affinitet för tv-mediet var anledningen till programmens succé. Denna undersökning har istället undersökt de pedagogiska metoder som han tillämpade i sin undervisning. För detta ändamål har den första Young People's Concert från 1958, ”What does music mean?”, valts ut. Undersökningen har genomförts med hjälp av observation av film och analys av engelsk texttranskription. Genom att använda ett kulturpsykologiskt perspektiv, har återkommande drag kunnat konceptualiseras och extraheras i teman och helhetsintryck. Resultatet visade bl.a. att Bernstein behärskade en varierad uppsättning av presentationsmetoder, språkliga stilar och musikaliska genrer som var strategiskt tillvaratagna i programmet. Bernsteins metod for att besvara den initialt ställda frågan var att undersöka flera olika föreställningar om musikens mening och värdera deras relevans erfarenhetsmässigt, tillsammans med barnen. Han ansåg sig därför fortsatt kunna hävda att musikens mening låg i de emotioner som den kunde framkalla.
The conductor and composer Leonard Bernstein (1918-1990) was one of the leading luminaries of contemporary American culture. His fame rested on his diversity in different artistic areas. Special attention, however, was made to his groundbreaking work as music educator on television. There is a common perception that the success of those programs was due to his charisma and affinity for the television medium. This thesis, on the other hand, has set about to investigate the pedagogical methods Bernstein employed in his teaching. For that purpose his first Young People's Concerts “What does music mean?”, from 1958, was chosen. The research has been done by observing the program on film with additional analysis of the text transcripts. By use of the perspective of cultural psychology certain recurrent traits could be conceptualized and extracted into themes and overall impressions. The results showed that Bernstein was in command of various sets of presentation methods, types of languages and musical genres. Bernstein's method of answering the initially asked question was to investigate different conceptions of the meaning of music and assess their relevance experientially with the children. He therefore was able to maintain that the meaning of music was the emotions it could induce.
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Crown, Jessica. "Renaissance humanism in England, c.1490-c.1530." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/283230.

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This dissertation explores humanism, the rediscovery of the culture of ancient Greece and Rome, in late fifteenth- and early sixteenth-century England. It does so with reference to texts, institutional settings, and networks both within and beyond England, and examines the activities of several seemingly minor figures who have been absent from recent scholarship on the topic: John Holt, William Lily, Richard Croke, Leonard Cox, and Thomas Lupset. These figures made distinctive and original contributions to the genres in which they operated, whether the grammatical manual, educational treatise, dialogue, or philosophical meditation. They are also noteworthy for their considerable influence, whether in England or further abroad. With regard to Croke and Cox, the integration of previously unknown sources from France and Germany and overlooked ones from eastern Europe reveals that England could be an exporter and not merely an importer of humanism. Taken together, these individuals demonstrate that English humanism was more sophisticated and complex than its frequent characterisation as 'Erasmian' would suggest. In addition, this dissertation analyses the influence of humanism on two school foundations: St Paul's School and Ipswich College. It re-evaluates the portrayal of John Colet as an anti-intellectual, and understands St Paul's as a deeply personal endeavour, reflecting his desire to do better for the next generation. It establishes the depth and significance of humanism in Cardinal Wolsey's foundation of Ipswich College, hitherto accorded less importance by historians than his Oxford college. The examination of the little-known materials he published on the eve of his fall in 1529, together with reports from staff on its progress, show that he regarded it as central to his ambitious vision for England and to the creation of his own reputation as a civic humanist. This research therefore revises our understanding of a neglected period, and engages with the vexed questions at the heart of the study of humanism: how contemporaries dealt with the tension between their faith and their enthusiasm for pagan culture, and regarded the rival attractions of scholarly leisure and active public service.
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Keller, Travis Lee. "An examination of selected works for high school euphonium students : Conqueror by Leonard B. Smith, In the Hall of the Mountain King by Edvard Grieg, Allerseelen by Richard Strauss, Pearl by H.A. Vandercook, Andante et Allegro by J. Ed. Barat, Andante et Allegro by J. Guy Ropartz, and Morceau Symphonique by Alexandre Guilmant." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1357.

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Roberts, Heulwen Mary. "Architect of empire: Joseph Fearis Munnings (1879-1937)." Thesis, University of Canterbury. Humanities, 2013. http://hdl.handle.net/10092/8969.

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New Zealand-born architect Joseph Fearis Munnings (1879-1937) is largely forgotten in the country of his birth. Considering the importance of his public works in Bihar and Orissa, India (1912-1919) and his prominence as a school architect in New South Wales, Australia (1923-1937), recognition of his architectural achievements is long overdue. This thesis takes as its premise the notion that early twentieth century architecture in colonial New Zealand, India and Australia was British, the rationale expounded by G. A. Bremner in Imperial Gothic– Religious Architecture and High Anglican Culture in the British Empire (2013). My thesis argues that, considering Munnings’ colonial upbringing and English training, the styles he employed reflected his and his clients’ identity as British. It explores the extent to which Munnings adapted British styles, by incorporating features appropriate for colonial conditions. Drawing upon the work of Ian Lochhead on the achievements of Samuel Hurst Seager, my thesis considers the role played by Seager in mentoring Munnings and guiding his philosophy of architecture. Peter Scriver’s papers, ‘Edge of empire or edge of Asia’ (2009) and ‘Complicity and Contradiction in the Office of the Consulting Architect to the Government of India, 1903-1921’ (1996), also inform my analysis of Munnings’ work in India. To enable an analysis of Munnings’ work, this study divides his career into chronological stages: Early experiences and training, Christchurch, New Zealand, 1879-1903 Architectural training, London, England, 1903-1906 Partnership with Hurst Seager and Cecil Wood, Christchurch, 1906-1909 Work with Leonard Stokes, London, 1909 Responsibilities and achievements, India, 1910-1918 Contributions and achievements, New Zealand, 1919-1923 Partnership with Power and Adam, Sydney, Australia, 1923-1937. This thesis, the first comprehensive study of Munnings’ career, illuminates the extent of his architectural legacy in India, his significant contribution to school architecture in New South Wales, and asserts his place as an architect of the British Empire.
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Hennewig, Lena. "Uralt, ewig neu." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/22099.

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Ausgehend von Oskar Schlemmers (1888-1943) Bauhaus-Signet aus dem Jahr 1923 analysiert diese Arbeit den Zusammenhang zwischen Mensch und Raum im Œuvre des Bauhaus-Meisters. Die bei Betrachtung des Signets aufkommende These, Mensch und Raum – die zwei tradierten Pole des Schaffens Schlemmers – bedingten sich gegenseitig, wird untersucht, hinterfragt und um die Kategorie der Kunstfigur erweitert. Das erste Kapitel beleuchtet den Menschen als Maß aller Dinge. Der angestrebte Typus entsteht einerseits über Schlemmers Analyse des menschlichen Körpers mittels tradierter Proportionsstudien und Geometrisierung, die zu einer zumindest scheinbaren Berechenbarkeit führen. Betrachtet werden hierbei die Ausführungen Leonardo da Vincis, Albrecht Dürers und Adolf Zeisings. Andererseits nutzt Schlemmer die physiognomischen Überlegungen Richarda Huchs und Carl Gustav Carus‘ für seine Zwecke der Darstellung einer Entindividualisierung des Menschen. Hierauf aufbauend befasst sich das zweite Kapitel mit dem Raum. Es zeigt, dass Schlemmers Überlegungen zu theoretischem und gebautem Raum ihren Ursprung in Albert Einsteins Relativitätstheorie nehmen und von Debatten am Bauhaus genährt werden: Schlemmer betrachtet den Raum als wandelbar und abhängig vom Menschen, was unter anderem durch eigene Schriften und den einzig überlieferten Architekturentwurf Schlemmers gefestigt wird. Zur Untersuchung einer umgekehrten Einflussnahme des Raumes auf den menschlichen Körper erweitert das dritte Kapitel die zwei tradierten Pole des Schlemmer’schen Œuvres um einen weiteren: die Kunstfigur. Diese, so belegt das Kapitel, generiert ihre eigene Körperlichkeit über den Einfluss des veränderlichen Raumes, darüber hinaus aber auch durch die Abstrahierung des zugrundeliegenden menschlichen Körpers mittels des Kostüms und der Maske. Über diese beiden wiederum vollzieht sich auch eine Wandlung des Menschen.
Taking the Bauhaus signet, designed by Oskar Schlemmer in 1923, as a starting point, the present thesis examines the relationship between man and space – the two consistently named poles of Schlemmer’s work – within the œuvre of the Bauhaus master. It analyzes, questions and expands the assumption, at first glance suggested by the signet, that space and man are mutually dependent: The first chapter deals with man as the measure of all things. The type pursued by Schlemmer results, on the one hand, from his analysis of man via proportion and geometric studies by Leonardo da Vinci, Albrecht Dürer and Adolf Zeising that lead to a certain calculability. On the other hand, Schlemmer uses physiognomic ideas of Richarda Huch and Carl Gustav Carus to depict a certain de-individualization. Based on the results of the first chapter, the second chapter deals with questions of space. It shows that Schlemmer’s considerations of theoretical space and architecture stem from Albert Einstein’s theory of relativity and are fed by Bauhaus debates on that same topic: Schlemmer regards space and architecture as subject to change and dependent on man; this theory is also strengthened by his writings and his only surviving architectural design. To examine the reverse influence of space on the human body, the third chapter adds the Kunstfigur (art figure) as another category to the established two poles of Schlemmer’s œuvre discussed in the literature: man and space. The chapter proves that the Kunstfigur generates its own corporeality through the influence of space, which is modifiable by movement. Besides that, said corporeality is also determined by an abstraction, in turn caused by costumes and masks. These items also influence the outer appearance of man.
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"The effect of an "informance" on a middle school student population's understanding of musical terms using Leonard Bernstein's "Young People's Concerts" as a model." CALIFORNIA STATE UNIVERSITY, LONG BEACH, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=1472347.

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Gastaldi, Sciltian. "Pier Vittorio Tondelli: Letteratura Minore e Scrittura dell'Impegno Sociale." Thesis, 2012. http://hdl.handle.net/1807/44076.

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Abstract This thesis illustrates the social engagement in the literary writings of Pier Vittorio Tondelli, an Italian gay author whose works have been described by many Catholic, Materialists, and gay critics as frivolous and disengaged. The dissertation summarizes the mutation of the Italian literary concept of impegno from Neorealism to Postmodernism, through a selection of the texts of Elio Vittorini, Italo Calvino, Franco Fortini, Pier Paolo Pasolini, Leonardo Sciascia, and Umberto Eco. It shows how Tondelli’s interpretation of the role of the writer falls within the definitions given by Calvino and Eco. Moreover, the thesis demonstrates that Altri libertini and Pao Pao satisfy the characteristics of littérature mineure established by Gilles Deleuze and Felix Guattari, though Tondelli’s oeuvre is socially engaged instead of being politically engaged because of his lack of a political ideology. The dissertation highlights the core of Tondelli’s social commitment in his passionate defense of the outcasts in: Altri libertini where drug addicts, homosexuals, transsexuals, and bums are the protagonists; Pao Pao where a group of gay soldiers is described in its grotesque and camp attempt to “homosexualize” their barrack; Rimini where the Riviera Adriatica is portrayed as a place where everyone passes by and no one belongs; Camere separate through the love story of a gay couple in which one partner has to survive his lover’s death, due to an illness that is demonstrated in this thesis to be AIDS, while fighting against the homophobia of their families, institutions, society, and religion. Most of Tondelli’s socially excluded characters are introduced to the reader through an internal homodiegetic point of view. Another important component of Tondelli’s impegno is his open defense of both pop-culture and counter-cultures: gay, hippies, rockers, experimental theatre, street artists and alternative radio, which are central in all his writings.
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Books on the topic "Leonards School"

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Marani, Pietro C. L' Ambrosiana e Leonardo. Novara: Interlinea, 1998.

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Barbatelli, Nicola. Leonardo e la sua grande scuola. Poggio a Caiano: Edizioni Champfleury, 2019.

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Giulio, Bora, ed. I leonardeschi: L'eredità di Leonardo in Lombardia. Milano: Skira, 1998.

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Giulio, Bora, Brown David Alan 1942-, and Carminati Marco, eds. I leonardeschi: L'eredità di Leonardo in Lombardia. Milano: Skira, 1998.

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Walpole, Josephine. Leonard Squirrell, R.W.S., R.E.: The last of the Norwich school? Woodbridge, Suffolk: Antique Collectors' Club, 1993.

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Leonardo. Leonardo: Anatomia. Firenze: Giunti, 1997.

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Leonardo. Leonardo Da Vinci. London ; New York, NY: DK Pub., 1999.

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1452-1519, Leonardo da Vinci, Pedretti Carlo, and Gekkōso Myūjiamu, eds. Me no naka no uchū: Reonarudo da Vinchi no sekai : Itaria sho bijutsukan shozō no dessan fakushimiriban ni yoru kaimei : tokubetsu shuppin "Gankutsu no Seibo" no tōbu no tame no shūsaku sobyō. Tōkyō: Gekkōsō Myūjiamu, 1987.

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Leonardo. Leonardo: Tutta la pittura. Firenze: Nardini, 1988.

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(Russia), Gosudarstvennyĭ Ėrmitazh, ed. Proizvedenii︠a︡ Leonardo da Vinchi i ego shkoly v sobranii Ėrmitazha: Works by Leonardo da Vinci and his school in the collection of the Hermitage. Sankt-Peterburg: Izdatelʹstvo "Chistyĭ list", 2016.

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Book chapters on the topic "Leonards School"

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Sabba, Claudia Georgia, and Ubiratan D’Ambrosio. "An Ethnomathematical Perspective on the Question of the Idea of Multiplication and Learning to Multiply: The Languages and Looks Involved." In Teaching Multiplication with Lesson Study, 199–213. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_8.

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AbstractThis chapter invites appreciation of the development of an ethnomathematical perspective on the question of the idea of multiplication. The teaching approach described here is grounded on miniprojects that integrate diverse areas of knowledge. It reveals a style of work being performed in the Waldorf Schools of São Paulo, Brazil, where the concept of multiplication is constructed together with the geometry of plane figures through the elaboration of mathematical thinking together with figures mounted on a circular wooden table. The sequence highlights ideas of context connected to the use of cellular phones by the students to introduce the concept of proportionality by taking photos of their bodies and faces, and then using them to study Leonardo da Vinci’s Vitruvian Man.
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Dermot Turing, Sir John. "The man with the terrible trousers." In The Turing Guide. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747826.003.0008.

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My uncle, Alan Turing, was not a well-dressed man. It is a tribute to those who employed him that he was able to flourish in environments that ignored his refusal to comply with social norms as much as he disregarded mindless social conventions. Social conventions, however, became an increasingly powerful influence over his life. Here I retell the story from the family perspective. There is an old photograph in the family album that shows Alan in his last years at Sherborne (Fig. 2.1). It was taken in June 1930—a few months after his friend Christopher Morcom’s death—and Alan looks relaxed and happy. But his trousers are a complete disgrace. It is not clear who took the picture, but the timing suggests that it was done at Commemoration, the annual festival at Sherborne to which parents and dignitaries are invited, and where boys, particularly senior boys, should be smartly turned-out. Ordinarily, Alan’s mother (my grandmother) would have intervened and spruced him up. But given that Alan was, like other boarding-school boys, responsible for his own clothes, she probably had no control over him any more, if indeed she ever had done. My grandmother had had little direct control over Alan during his formative years. My grandfather was serving the Empire in India, and she, as a good memsahib, was expected to be with him to run his household. (From the distance of a century or so, this seems a waste of talent, for my grandmother had a formidable intellect as well as many other gifts, and in a later age would probably have become a scientist of distinction.) So Alan was deposited in England with foster parents in St Leonards-on-Sea, and at nine years of age was sent off to a prep school called Hazelhurst, near Frant in Sussex. School seems to have been a reasonably good experience for him—at least in his first term. There was the incident of the geography test. At that time my father, being four years older than Alan, was in the top form while Alan was in the bottom one. The whole school was made to do a geography test. Turing 1 (my father) got 59 marks and Turing 2 (Alan) got 77; my father considered this a thoroughly bad show.
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Kapo, Remi. "Not a native son." In Perinatal Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199676859.003.0031.

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In the summer of 1953, aged 7, I arrived with my father at the port of Southampton from the colony of Nigeria. We were making for Ledsham Court School, a boarding school in St Leonards-on-Sea, Sussex. It was a stately building sitting among many green acres. After about an hour with the headmistress, Mrs Redfarn, my father said goodbye, turned and returned to Nigeria. I did not know then that I would not see or hear from him for 10 years, by which time I had forgotten what he looked like. Ledsham’s only black pupil began his academic life speaking no English. I was duly placed in the kindergarten with daily lessons in the native tongue. After catching up with my age group, in addition to the core subjects I was thereafter given instruction in Latin, ancient Greek, poetry, and nature study. To eradicate ‘that funny African accent’ I was solely accorded a daily class of elocution for a year—one hour a day with a speech therapist, held in a long, oak-panelled gallery with a book on my head to improve my deportment. Although in receipt of the beginnings of a good classical education, I was also given what I came to understand was a prototypical quantity of punishment for a ‘darkie’—for most of that first year I was caned daily and frequently ‘sent to Coventry’ for the slightest indiscretion, usually for not understanding the customs and traditions of an alien white culture. Thus, for refusing to eat salad on my first day, I received ‘three of the best’. The staff were undoubtedly ignorant of the eggs that parasites can lay on raw vegetables in a tropical climate like Nigeria, where all vegetables were cooked and salad was unheard of. Perhaps, I thought with a child’s naivety, that with all the mosquitoes and eating of salad, no wonder West Africa was called the white man’s grave in my books and comics. I woke up—for I had clearly landed in the mother country in the wrong skin colour. It hurt. I had arrived knowing myself to be Yoruba. Suddenly, I was called ‘coloured’ and ‘darkie’.
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Dalivalle, Margaret, Martin Kemp, and Robert B. Simon. "Appraising Leonardo." In Leonardo's Salvator Mundi and the Collecting of Leonardo in the Stuart Courts, 187–216. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198813835.003.0011.

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Chapter 10 discusses the appraisal of paintings relating to Leonardo and his school in seventeenth-century England and the state of understanding and connoisseurship of the artist at that time. The chapter focuses on the paintings relating to Leonardo documented in the Caroline collection, tracking their description in inventories and lists between 1639 and c. 1666. This provides context for the descriptions of the two paintings of Christ as Salvator Mundi attributed to Leonardo in the seventeenth-century British Royal Collection. The chapter identifies, where possible, the specific locations of these paintings within the complex of Stuart royal palaces, with particular reference to the manor of Greenwich. Since Greenwich was in the jointure of Queen Henrietta Maria, we examine whether there is any evidence to support the theory that the painting was brought from France on the occasion of her marriage in 1625. It concludes with an analysis of an important sighting of a Salvator Mundi type, attributed to Leonardo, recorded in the collection of the Duke of Hamilton, c. 1638. This introduces the possibility of a third Salvator Mundi attributed to Leonardo at the Stuart courts.
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Leventhal, Fred, and Peter Stansky. "Youth." In Leonard Woolf, 3–14. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198814146.003.0001.

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Leonard Woolf was born in London in 1880 to a prosperous Jewish family, whose roots went back for several generations. His father was a very successful barrister but his early death left the family in more straitened circumstances, forcing a move from Kensington to Putney. Though shaped by being Jewish, Leonard abandoned his faith in his early teens. Nevertheless his strict moral sense and his ideas were heavily influenced by his Jewish heritage, as they were also by his classical education at the eminent public school St Paul’s in London. It was during his time at St Paul’s that he developed the intellectual interests that provided the foundation for both his undergraduate years at Cambridge and his career as a writer, editor, and publisher.
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Hill-Saya, Blake. "Like a Tree Planted by Streams of Water." In Aaron McDuffie Moore, 39–46. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469655857.003.0007.

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In 1885, Moore left home to matriculate at Shaw University in Raleigh, N.C. The chapter provides a brief history of Shaw University, the Leonard Medical School, and their founder, Dr. Henry Martin Tupper (1831-1893). It explains why Moore may have chosen to pursue a medical education, putting his matriculation to Leonard Medical School in its historical context in the post-Reconstruction South and the more general history of the practice of medicine.
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Tidrick, Donald E. "Should the Practice of Public Accounting be Limited to the Graduates of Professional Schools of Accounting?" In Leonard M. Savoie, 75–84. Routledge, 2020. http://dx.doi.org/10.4324/9781003048664-13.

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Best, Geoffrey. "Unwillingly to School." In Churchill: A Study in Greatness, 1–7. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195161397.003.0001.

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Abstract The nation and society into which Winston Leonard Spencer Churchill was born, the place in which he was born, and the parents to whom he was born, were all remarkable. The world into which he was born, on 30 November 1874, was one in which the United Kingdom of Great Britain and Ireland was, to put it bluntly, ‘top nation’. Its industries and commerce had caused it to be known as the ‘workshop of the world’. Its merchant shipping fleet outstripped all others and its shipyards made many of the others’ ships. London was Europe’s biggest city and the world’s financial capital. Britain’s foreign investments and all the informal authority that went with them far exceeded those of France and the Netherlands, its nearest rivals. The overseas Empire subject to British sovereignty was unmatched in scale and resources; a global fact to which the attention of other powers was drawn by two events closely following Winston’s birth: Prime Minister Disraeli’s bold acquisition of a controlling share in the Suez Canal in 1875; and the spectacular proclamation of Queen Victoria as Empress of India in 1877. The British navy, by far the world’s largest and most prestigious, was proudly believed to maintain over the world’s waterways a beneficent Pax Britannica.
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Hill-Saya, Blake. "The Second Year." In Aaron McDuffie Moore, 53–59. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469655857.003.0009.

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Moore’s second year at Leonard was also the year after the school had graduated its first class of Black physicians. It was also the year that cemented Moore’s idea of himself as a physician. The chapter lays out the expectations and pressure undergraduates at Leonard experienced as well as the teaching style and curriculum students encountered. Moore’s second year was also when he got to work with human subjects—both living and cadaver. Moore clearly made an impression in his second year as he was invited by older peers to collaborate in founding the Old North State Medical Society, one of the first Black medical associations in the country.
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Bogdanor, Vernon. "Geoffrey Marshall." In The Law, Politics, and the Constitution, 1–18. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198295853.003.0001.

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Abstract Geoffrey Marshall, the only child of Leonard and Kate Marshall, was born in Chesterfield in 1929. The family, however, soon moved to Blackpool, where his mother kept a boarding house. Geoffrey was educated at Arnold School, Blackpool, where he won an assisted place. It was at Arnold School that his Latin teacher, Mr Haythornthwaite, stimulated his interest in language and precise expression. As a youth, Geoffrey also excelled in sport, conceiving a particular admiration for Stanley Matthews and becoming, partly for that reason, a lifelong fan of Blackpool.
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Conference papers on the topic "Leonards School"

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Wibowo, Heri, and Ardi Jati Nugroho. "Development of manufacturing drawing module for vocational high school PL Leonardo Klaten." In VII INTERNATIONAL CONFERENCE “SAFETY PROBLEMS OF CIVIL ENGINEERING CRITICAL INFRASTRUCTURES” (SPCECI2021). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0116051.

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Ausloos, M. "Transport properties of HTcS in a temperature gradient and a magnetic field." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0007.

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KITAZAWA, KOICHI. "SUPERCONDUCTING MATERIALS: HISTORY AND THE FUTURE." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0001.

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Kresin, V. Z. "Critical Temperature." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0002.

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Kresin, V. Z. "Magnetic Scattering." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0003.

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Murakami, Masato. "CRITICAL CURRENTS IN SUPERCONDUCTORS." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0004.

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VARLAMOV, A. A. "SUPERCONDUCTING FLUCTUATIONS AND THEIR ROLE IN THE NORMAL STATE ANOMALIES OF HIGH TEMPERATURE SUPERCONDUCTORS." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0005.

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Kes, P. H., R. J. Drost, H. W. Zandbergen, and A. A. Menovsky. "PINNING MECHANISMS IN HIGH-Tc AND CONVENTIONAL SUPERCONDUCTORS." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0006.

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Ausloos, M. "More or less Equilibrium (or rather steady state) Properties in the so-called Normal State of High Tc Superconductors." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0008.

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BELEGGIA, MARCO, ROSSANA PATTI, and GIULIO POZZI. "OBSERVATION OF SUPERCONDUCTING VORTICES USING ADVANCED ELECTRON MICROSCOPY TECHNIQUES." In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0009.

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Reports on the topic "Leonards School"

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Adams, Sunny, Chris J. Cochran, and Adam Smith. Architectural Survey of Pence Elementary School, Fort Leonard Wood, Missouri. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada552793.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Air Quality Technical Reference Document Relocation of U.S. Army Chemical School and U.S. Army Military Police School to Fort Leonard Wood, Missouri. Fort Belvoir, VA: Defense Technical Information Center, March 1997. http://dx.doi.org/10.21236/ada326045.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Scoping Process Summary, Environmental Impact Statement, Relocation of U.S. Army Chemical School and U.S. Army Military Police School to Fort Leonard Wood, Missouri. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada328265.

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