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Journal articles on the topic 'Schola'

Author: Grafiati

Published: 28 June 2021

Last updated: 10 March 2023

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1

Aberšek, Boris. "SCHOLA LUDUS." Journal of Baltic Science Education 15, no. 5 (October 25, 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, no. 4 (February 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 (December 31, 2004): 109–25. http://dx.doi.org/10.2143/ono.39.0.2020707.

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4

Guevin, Dom Benedict. "Dominici Schola Servitii." Downside Review 114, no. 397 (October 1996): 294–312. http://dx.doi.org/10.1177/001258069611439705.

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5

Whitehouse, David, Lorenzo Costantini, Federico Guidobaldi, Siro Passi, Patrizio Pensabene, Simon Pratt, Richard Reece, and 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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6

Gubanova, L. V., M. O. Petrova, and E. N. Vejber. "Dostoevsky, Western Writers and Schola." Язык и текст 7, no. 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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7

Danka, Ignacy, Krzysztof Witczak, and Robert Zawadzki. "De schola Philologiae Classicae Lodziensis." Collectanea Philologica 1 (January 1, 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, and Melyssa Cardozo Silva dos Santos. "A Decima Classis do Schola Aquitanica (1583)." Cadernos de Linguística 2, no. 4 (September 11, 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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9

Woods, David. "Subarmachius, Bacurius, and the Schola Scutariorum Sagittariorum." Classical Philology 91, no. 4 (October 1996): 365–71. http://dx.doi.org/10.1086/367528.

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10

Mendoza, Vicente T. "Revista de Cultura Sacro-Musical, de Schola Contorumó." Anales del Instituto de Investigaciones Estéticas 2, no. 6 (July 30, 2012): 103. http://dx.doi.org/10.22201/iie.18703062e.1940.6.221.

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11

Ciambelli, Simone. "La mia schola è più bella della tua." Mélanges de l'École française de Rome. Antiquité, no. 134-2 (January 1, 2022): 501–9. http://dx.doi.org/10.4000/mefra.13605.

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12

Augenti, Nicola. "Investigation on the 2010 Schola Armaturarum collapse in Pompeii." International Journal of Forensic Engineering 3, no. 1/2 (2016): 5. http://dx.doi.org/10.1504/ijfe.2016.075989.

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13

Pavolini, Carlo. "Una prima schola dei dendrofori di Roma sul Celio?" Mélanges de l'École française de Rome. Antiquité, no. 132-1 (June 10, 2020): 195–214. http://dx.doi.org/10.4000/mefra.9347.

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14

Debrecéniová, Janka, and Mária Kolíková. "Schola ludus: New ways of teaching law in Slovakia." Law Teacher 37, no. 3 (January 2003): 260–72. http://dx.doi.org/10.1080/03069400.2003.9993134.

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15

Luening, Otto. "Varèse and the Schola Cantorum, Busoni and New York." Contemporary Music Review 23, no. 1 (March 2004): 13–16. http://dx.doi.org/10.1080/0749446042000204482.

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16

Prust, Matheus Theodorovitz. "Schola Cantorum “Santa Caecilia”: atribuição de repertório e proposta de cronologia." LaborHistórico 8, no. 1 (September 20, 2022): 140–67. http://dx.doi.org/10.24206/lh.v8i1.47614.

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Neste texto apresento uma proposta de atribuição de parte do conteúdo de dois acervos musicais de Santa Catarina, recentemente identificados, à Schola Cantorum “Santa Caecilia”, um dos mais antigos coros em atividade contínua no Brasil (1913- ). Os acervos em questão se relacionam ao contexto missionário franciscano na região interiorana do sul do país, a partir de 1890, mais especificamente na cidade de Canoinhas, no planalto norte de Santa Catarina. A abordagem é centrada no estudo do repertório sacro do acervo privado de Irmã Maria Carolina Gross e do acervo do Colégio Sagrado Coração de Jesus, alocado no Arquivo Histórico da Fundação Cultural Helmy Wendt Mayer. São apresentados e discutidos os procedimentos de análise material, que resultam em uma proposição de cronologia da Schola Cantorum, focalizada em momentos de interesses musicais particulares. A partir do texto, ainda, pretende-se destacar a necessidade de expansão dos esforços de investigações histórico-musicais em torno de temas não-canônicos.

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17

Grossi, Vittorino. "B. Studer, Schola Christiana: Die Theologie zwischen Nizäa und Chalzedon." Augustinianum 38, no. 2 (1998): 505–6. http://dx.doi.org/10.5840/agstm199838224.

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18

Machovenko, Jevgenij. "Vilniaus universiteto Schola Sapiehana ir jos kūrėjas Kazimieras Leonas Sapiega." Teisė 82 (January 1, 2012): 7–11. http://dx.doi.org/10.15388/teise.2012.0.113.

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Vilniaus universiteto Teisės fakulteto akademinei bendruomenei inicijavus idėją susigrąžinti istorinį Fakulteto pavadinimą – Sapiegos mokykla (Schola Sapiehana), norėtume dar kartą prisiminti XVII a. įvykius ir žmogų, kuriuo vardu didžiuojamės. Vargu ar reikia pristatyti skaitytojams LDK pakanclerį Kazimierą Leoną Sapiegą – vienas iš žymiausių mecenatų Lietuvos istorijoje, jis išsiskiria net kitų garsiosios Sapiegų giminės, davusios Lietuvai daugiau kaip 50 aukštųjų pareigūnų, politikų ir karvedžių, narių fone. Čia pamėginsime nušviesti tik mažą dalį jo darbo, nuveikto Lietuvos labui, ir pagerbsime jo nuopelnus steigiant seniausią ir ilgą laiką buvusią vienintele Lietuvoje aukštąją teisininkų mokyklą.

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Médicis, Catrina Flint de. "Nationalism and Early Music at the French Fin de Siècle: Three Case Studies." Nineteenth-Century Music Review 1, no. 2 (November 2004): 43–66. http://dx.doi.org/10.1017/s147940980000135x.

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The evidence of more than three hundred concerts of early music given by the Parisian Schola Cantorum and its sister association, the Chanteurs de Saint-Gervais, as well as more than four hundred performances of this repertoire outside the Schola shows that the most consistently performed composer in Paris at the French fin de siècle was the German Johann Sebastian Bach. This is coupled with a shift at the Schola, from a preponderance of works by Palestrina in the 1890s to a new emphasis on Rameau operas in the early 1900s. This article is an attempt to understand these repertorial preferences as manifestations of at least two types of nationalism: first as a mass movement to attain ethnic-linguistic homogenization and second as a movement by the social elite as a means of establishing its difference. All three composers examined in the case studies emerge as vehicles for both types of nationalism, though there is more evidence of the second type than there is of the first. This article also shows that there is a distinction between the ways in which these repertoires were either co-opted or received by the social elite and the intelligentsia, the latter using early music as a metaphor for the ‘serious’.

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20

Dąbrowska-Kujko, Justyna. "Officina medici philosophi schola est. Terapia słowami (casus Erazma z Rotterdamu)." Roczniki Humanistyczne 67, no. 3 (July 8, 2019): 7. http://dx.doi.org/10.18290/rh.2019.67.3-1.

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The article is devoted to the relationships of rhetoric, philosophy and medicine. The first part concerns the Greek (especially sophistic) roots of dependencies occurring between these domains, processes of penetration of the medical topics into ancient literature and principles of mutual interactions. The purpose of this presentation is to show the ground and find the justification for the fact that medical terminology and medical threads are frequent in the rhetorical discourse of the early modern age, especially in humanistic philosophical literature, focused on verbal therapy and convinced of the healing dimension of the word. The case of Erasmus of Rotterdam was considered particularly interesting for these diagnoses, hence the work of this humanist has been the subject of research in this work. Therefore, attention was drawn to the rich representation of medical motifs in the works of Erasmus, the presence in the author’s texts of imaging, terminology and medical topics, broad interest in the field of medicine, which is reflected in references to Galen’s work and translation of his writings by Erasmus. The most important and the most interesting, however, turned out to be the text in which the medical nomenclature became an aesthetic and ideological component, influenced the shape of the entire discourse, its argumentative platform, influenced the persuasive fabric of the work and at the same time participated in building its philosophical pronunciation. Lingua – the apologetic work of Erasmus with clearly didactic meaning, and at the same time strongly permeated by the epideictic manners of the sophistic diatribe – belongs to this kind of writings.

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21

Aráez Santiago. "EL INGRESO DE JOAQUÍN TURINA EN LA SCHOLA CANTORUM DE PARÍS." Revista de Musicología 42, no. 1 (2019): 183. http://dx.doi.org/10.2307/26661398.

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22

Goffaux, Bertrand. "Schola, collège et cité : à propos de CIL, XIV, 2634 (Tusculum)." Revue belge de philologie et d'histoire 86, no. 1 (2008): 47–67. http://dx.doi.org/10.3406/rbph.2008.5194.

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23

Kofránek, Jiří, Tomáš Kulhánek, Marek Mateják, Filip Ježek, Jan Šilar, Arnošt Mládek, and Jitka Feberová. "Schola Ludus for the 21st century: simulators in the Internet browser." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.06207.

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24

Pikulska-Robaszkiewicz, Anna. "Funkcjonariusze służb specjalnych w późnym Cesarstwie - "agentes in rebus"." Prawo Kanoniczne 37, no. 3-4 (December 20, 1994): 147–57. http://dx.doi.org/10.21697/pk.1994.37.3-4.10.

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The agentes in rebus corps (schola agentum in rebus) was mentioned for the first time in AD 319. Post services were the main duty of the functionaries. The services included mail delivery, public post supervision, and general police discretion that was equal to spying for emperors. Occasionally, the agents were obliged to provide special services, e.g. executions of death penalty on high rank officials. The functionaries were universally hated because of their greed, their corruption and the nature of their services. Additionally, schola agentum in rebus had become an asylum for various kinds of dregs and scummings. Although emperors decided to impose limits on the agents’ number and on the nature of services, in order to improve the situation, the activity they undertood did not cause the desired effects. The corps structure allowed an efficient information flow. Nevertheless, the fusion of courier and intelligence functions was regerded natural at that time.

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25

Lutz, Wolfgang. "Global Sustainable Development priorities 500 y after Luther: Sola schola et sanitate." Proceedings of the National Academy of Sciences 114, no. 27 (June 19, 2017): 6904–13. http://dx.doi.org/10.1073/pnas.1702609114.

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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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26

Teilegen, Jan Willem. "VII. Gaius Cassius and the Schola Cassiana in Pliny’s Letter VII 24,81." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Romanistische Abteilung 105, no. 1 (August 1, 1988): 263–311. http://dx.doi.org/10.7767/zrgra.1988.105.1.263.

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27

Morard, Thomas, and David Wavelet. "Prolégomènes à l’étude du site de la Schola du Trajan à Ostie." Mélanges de l’École française de Rome. Antiquité 114, no. 2 (2002): 759–815. http://dx.doi.org/10.3406/mefr.2002.9735.

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28

Bukowiecki, Evelyne, Hélène Dessales, and Julien Dubouloz. "Ostia Antica. L’avant-corps de la Schola du Trajan (IV, 5, 15)." Mélanges de l’École française de Rome. Antiquité 115, no. 1 (2003): 521–30. http://dx.doi.org/10.3406/mefr.2003.10748.

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de Divitiis, Enrico, Paolo Cappabianca, and Oreste de Divitiis. "The “Schola Medica Salernitana”: The Forerunner of the Modern University Medical Schools." Neurosurgery 55, no. 4 (October 2004): 722–45. http://dx.doi.org/10.1227/01.neu.0000139458.36781.31.

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30

Campbell, Ian. "THE ‘MINERVA MEDICA’ AND THE SCHOLA MEDICORUM: PIRRO LIGORIO AND ROMAN TOPONYMY." Papers of the British School at Rome 79 (October 31, 2011): 299–328. http://dx.doi.org/10.1017/s0068246211000080.

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The article explores how, when and why Pirro Ligorio (c. 1513–83) chose to link a sanctuary dedicated to Minerva Medica, listed in the fourth-century ad Regionary Catalogues of the monuments of Rome as being on the Esquiline, with the late antique decagonal pavilion, near Termini, which had the second largest dome in Rome after the Pantheon. It establishes that the catalyst was the unearthing of several statues, including one of Minerva, in 1552. The fate of these finds is examined, as well as Ligorio's attempt to locate the mysterious Schola Medicorum on the same site.

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31

Chaisemartin, Nathalie de. "Réflexions sur la « schola » du decumanus à Lepcis Magna et son contexte urbain." Antiquités africaines, no. 53 (December 31, 2017): 23–51. http://dx.doi.org/10.4000/antafr.524.

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32

Dales, Richard C. "Filosofia della natura nella Schola salernitana del secolo XII.Piero Morpurgo , Enrique Montero Cartelle." Speculum 67, no. 3 (July 1992): 729–30. http://dx.doi.org/10.2307/2863715.

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33

Micali, Luciano. "The Notion of "communis schola" in the Thought of Jean Gerson (1363–1429)." Studia Ceranea 11 (December 30, 2021): 633–51. http://dx.doi.org/10.18778/2084-140x.11.33.

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The article aims to analyze the meaning and the role of the notion of communis schola in the theological and ecclesiological thought of Jean Gerson (1363–1429), Chancellor of the University of Paris, schoolman influent in every intellectual debate of his time, and renowned spiritual advisor. Driven by a constant concern for the unity of the Church, Gerson is aware of the need to realize this unity first of all within the University environment, in order to avoid the circulation and the spread of heterodox or even heretical doctrines; his references to the concept of “common school”, in different textual contexts and with various shades of meaning, invest not only the doctrinal contents, but also the methodology, the moral attitudes, and the right theological models of the ideal master and of the ideal student of theology. The article also touches the way in which the Parisian chancellor deals with mysticism and mystical writers, using the concept of “common school” to define the borders and the terms in which it is possible to access the difficult and obscure field of the mystical theology.

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Kofránek, Jiří, Pavol Privitzer, Stanislav Matoušek, Marek Mateják, Ondřej Vacek, Martin Tribula, and Jan Rusz. "Schola Ludus in Modern Garment: Use of Web Multimedia Simulation in Biomedical Teaching." IFAC Proceedings Volumes 42, no. 12 (2009): 413–18. http://dx.doi.org/10.3182/20090812-3-dk-2006.0087.

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35

Sławecki, Michał. "Działalność Mulierum Schola Gregoriana „Clamaverunt Iusti” o charakterze międzynarodowym w latach 2007-2017." Seminare. Poszukiwania naukowe. 2018(39), no. 3 (2018): 197–209. http://dx.doi.org/10.21852/sem.2018.3.15.

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36

Wavelet, David, and Thomas Morard. "Ostie : nouveau projet de recherches de l'Université Lyon II sur la Schola du Trajan." Mélanges de l’École française de Rome. Antiquité 113, no. 1 (2001): 477–81. http://dx.doi.org/10.3406/mefr.2001.10679.

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37

Bukowiecki, Evelyne, Hélène Dessales, and Julien Dubouloz. "Ostie : Relevé et analyse des architectures de la Schola du Trajan (IV, V, 15-17)." Mélanges de l’École française de Rome. Antiquité 114, no. 1 (2002): 454–56. http://dx.doi.org/10.3406/mefr.2002.10708.

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38

HAAS, LUDWIG. "Schola Europea--The European School : The Fifteen-Nation School in Luxemburg. The Pedagogical Mini-Europe." European Education 36, no. 3 (August 2004): 77–86. http://dx.doi.org/10.1080/10564934.2004.11042367.

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39

Lutz, Wolfgang. "Sola schola et sanitate : human capital as the root cause and priority for international development?" Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1532 (October 27, 2009): 3031–47. http://dx.doi.org/10.1098/rstb.2009.0156.

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This paper summarizes new scientific evidence supporting the hypothesis that among the many factors contributing to international development, the combination of education and health stands out as a root cause on which other dimensions of development depend. Much of this recent analysis is based on new reconstructions and projections of populations by age, sex and four levels of educational attainment for more than 120 countries using the demographic method of multi-state population dynamics. It also refers to a series of systems analytical population–development–environment case studies that comprehensively assess the role of population and education factors relative to other factors in the struggle for sustainable development. The paper also claims that most concerns about the consequences of population trends are in fact concerns about human capital, and that only by adding the ‘quality’ dimension of education to the traditionally narrow focus on size and age structure can some of the long-standing population controversies be resolved.

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40

Kaltner, Leonardo. "INFLUÊNCIA DO SCHOLA AQUITANICA NO PENSAMENTO LINGUÍSTICO DE ANCHIETA E NO ENSINO DO VERNÁCULO PORTUGUÊS NO SÉCULO XVI." VERBUM. CADERNOS DE PÓS-GRADUAÇÃO. ISSN 2316-3267 11, no. 1 (May 9, 2022): 130–41. http://dx.doi.org/10.23925/2316-3267.2022v11i1p130-141.

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RESUMO: O tema do artigo é a influência do documento Schola Aquitanica (VINET, 1583), plano de estudos renascentista, no pensamento linguístico de S. José de Anchieta, SJ (1534-1597) e no ensino do vernáculo português no Brasil do século XVI. Na primeira parte, se debate o modelo de alfabetização purilíngue no documento e sua possível influência na política missionária, para a alfabetização de crianças indígenas. Na segunda parte do artigo, se analisa o latim humanístico, enquanto uma língua neutra para a gramatização das línguas vernáculas na corrente de pensamento do humanismo renascentista português, o que serviu para a introdução da língua portuguesa no Brasil do século XVI e para a gramatização da língua dos indígenas.

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박신경. "Prenatal Education as the First Step of Human Education －With Focus on ‘Schola Geniturae’ of Comenius－." Journal of Christian Education in Korea ll, no. 34 (June 2013): 65–91. http://dx.doi.org/10.17968/jcek.2013..34.003.

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de Wildt, Kees. "Book Review: Doctrina schola vitae. Zacharias Ursinus (1534–1583) als Schriftausleger, written by Boris Wagner-Peterson." Church History and Religious Culture 95, no. 1 (2015): 76–80. http://dx.doi.org/10.1163/18712428-09501015.

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López Calderón, Carme. "A play on emblematics: reworking the Schola Cordis into a Marian Catholic programme of applied emblems." Word & Image 33, no. 2 (April 3, 2017): 138–57. http://dx.doi.org/10.1080/02666286.2017.1286909.

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Morgan, Drew. "The Rise and Fall of Newman’s Anglican School: From the Caroline Divines to the Schola Theologorum." Newman Studies Journal 6, no. 1 (2009): 20–35. http://dx.doi.org/10.1353/nsj.2009.0002.

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Suárez García, José Ignacio, and Diego Domínguez Pérez. "La Schola Cantorum “Catedral de León” (1981-1993): una experiencia pedagógica y educativa en el ámbito musical." DEDiCA Revista de Educação e Humanidades (dreh), no. 4 (March 1, 2013): 291–315. http://dx.doi.org/10.30827/dreh.v0i4.7061.

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La Schola Cantorum “Catedral de León” fue una asociación musical capaz de dinamizar la vida musical de León (España) de una manera inusitada. Comprendía un coro mixto de niños y hombres, un coro de cámara, una orquesta de cámara y un grupo de música andina. Desde el punto de vista pedagógico, fue capaz de promover la creación de un coro infantil en cada uno de los colegios de León, las denominadas “aulas corales”, un proyecto todavía activo y que tendría como consecuencias más palpables el traspaso de este modelo educativo a otras poblaciones cercanas (Oviedo, Avilés y Ponferrada). A pesar de su breve existencia, apenas 12 años, entre sus antiguos componentes figuran hoy destacados compositores, profesores de musicología de universidades españolas, profesores de conservatorios superiores, medios y escuelas de música, reconocidos intérpretes y otros profesionales en número llamativo.

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Irizar, Pablo, Guinevere Rallens, and Charles Kim. "Uniendo lo humano y lo divino. La gramática, la ontología y la forma del lenguaje en la conversación de san Agustín en Ostia (conf. 9, 24)." Augustinus 63, no. 1 (2018): 115–36. http://dx.doi.org/10.5840/augustinus201863248/2494.

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The fracturing of language at Babel (Gn 11.1-9) is one of the defining events which, for Augustine, gives language its current fallen characteristics and limitations. But does the fallen state of language necessarily imply that language creates a chiasm rather than a bridge between the human and the divine? And if so, is language used in vain to invoke God? This paper addresses these questions through an analysis of the role of language in Augustine’s Ostia ascent narrative (conf. 9, 24). According to a first line of interpretation, language creates a chiasm rather than a bridge between the human and the divine in the ‘Ostia ascent’. According to a second line of interpretation, though fractured, language does not create a chiasm but rather a bridge between the human and the divine. By identifying and intertextually analyzing three facets of the function of language in conf. 9, 24, namely the grammatical, the ontological, and the modal, this paper aims at substantiating the second line of interpretation. Part one explores Augustine’s use of the expression per uerbum (Jn 1.1-15) to analyze the grammar of human and divine language. Part two analyzes the ontological function of language as a mechanism of mediation by showing that the ascent in conf. 9, 24 is similar to the structure of manifestation evident in the transition from forma dei to forma serui (Phil 2.6-7) in Augustine’s s. 264. Finally, part three shows that for Augustine, the conversion from the schola superbiae of rhetoric pride to the humility of the schola pectoris implicitly requires the mode of language as a precondition for ascent in conf. 9, 24. As such, this paper concludes, the three facets of language, namely the ontological, grammatical and modal, function in conf. 9, 24 to unite, mediate and transform the human experience of the divine.

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Molnárová, Miriam. "Štruktúry typu schola v Pompejách – symbol a ukážka moci príslušníkov pompejskej aristokracie na príklade štruktúr určených na odpočinok." Studia archaeologica Brunensia, no. 2 (2020): 5–34. http://dx.doi.org/10.5817/sab2020-2-1.

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Torelli, Mario. "Le tombe a schola di Pompei sepolture eroiche giulio-claudie di tribuni militum a populo e sacerdotes publicae." Revue archéologique 70, no. 2 (2020): 325. http://dx.doi.org/10.3917/arch.202.0325.

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Gubergrits, N. B., N. V. Byelyayeva, and K. Y. Linevska. "Early concepts of nutrition, digestion, diseases of the gastrointestinal tract and their treatment: from the Schola Medica Salernitana to Rokitansky and Virchow." Modern Gastroenterology, no. 5—6 (December 29, 2022): 65–68. http://dx.doi.org/10.30978/mg-2022-5-65.

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The Schola Medica Salernitana and «The Salernitan Rule of Health» are monuments of medieval medicine and pharmacy. The Schola Medica Salernitana inherited the traditions of ancient medicine. «The Salernitan Rule of Health» examines the properties of various foods, fruits, and plants and their therapeutic effects. The work was written according to the custom of that time — in verse, because advice given in poetic form is better memorized. Gaspare Aselli (1581 — 1626) was a Milanese anatomist and surgeon. When his work on the lactiferous vessels of the intestine was published (1622), there was considerable controversy about how blood moved away from the heart as well as the mechanism by which fluid was transferred from the digestive tract to other organs. The Iatromathematical School claimed that physiological events should be seen as fixed sequences of physical laws. For example, the stomach was seen as a mechanical mill that turned the food into chyme. The Jesuit abbot Lazzaro Spallanzani (1729 — 1799) was a professor of physics and mathematics at the College of San Carlo in Modena. Throughout his life, he conducted a great deal of unique scientific research. He did important studies on gastric secretion in various animals and concluded that the digestion of food is a chemical process dependent on the digestive power of saliva and the dissolving properties of gastric juice. His definition that digestion is not putrefaction but an active process was a significant advance since his predecessors considered it a passive process. Recognition of the role of pathological anatomy in establishing the cause and nature of diseases was the next big step in the study of the gastrointestinal tract. The first definite information about the correlation between structural and functional disorders was provided by T. Bonet in his work «Sepulchretum» in 1679, later expanded and supplemented by G. Morgagni (1682 — 1771), J. Cruveilhier (1791 — 1873), and K. Rokitansky (1804 — 1878). Detailed descriptions of numerous cases (more than 30.000 from Rokitansky alone) provided information to understand the relationship between symptoms and autopsy data. In the 19th century, R. Virchow took his observations beyond the organ that was sick and came up with a cellular theory of pathological processes.

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Leite, Artur Alexandre De M., and Marcos Leandro Silva. "Um estudo bibliográfico da Teoria Psicossocial de Erik Erikson: contribuições para a educação." Debates em Educação 11, no. 23 (April 25, 2019): 148. http://dx.doi.org/10.28998/2175-6600.2019v11n23p148-168.

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Psicossocial de Erik Erikson para o campo educacional. Justifica-se pela dificuldade em encontrar referências que discutam essa teoria, assim como, a pouca atenção que recebe em cursos de Pedagogia em Alagoas. Esta pesquisa é bibliográfica de cunho qualitativo, tendo como principais referênciais: Bee (2003), Papalia e Feldman (2013), Carpigiani (2010), Veríssimo (2002), Brandão (2007), Contrim e Parisi (1982), entre outros escritos pesquisados nas bibliotecas virtuais: Scielo, Google Schola e Periódicos da CAPES. Compreendemos que a educação em Erikson é uma constante em todos os estágios de desenvolvimento do homem, atuando como instrumento a serviço da cultura. A versatilidade de seus conceitos possibilita a leitura sobre sujeitos em momentos distintos de vida, oferecendo importantes subsídios teóricos para os profissionais da educação.

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