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Academic literature on the topic 'Scholasticus'

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Published: 27 July 2024
Last updated: 29 July 2024

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Journal articles on the topic "Scholasticus"

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Schuster, John A. "Descartes Scholasticus, revisited." Metascience 23, no. 2 (March 19, 2014): 243–47. http://dx.doi.org/10.1007/s11016-014-9880-0.

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Farkas, Zoltán. "Socrates Scholasticus on Greek Paideia." Acta Antiqua Academiae Scientiarum Hungaricae 45, no. 2-3 (June 2005): 187–92. http://dx.doi.org/10.1556/aant.45.2005.2-3.7.

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Zhang, Lei, Tsuyoshi Ito, Qinglai Feng, Martial Caridroit, and Taniel Danelian. "Phylogenetic model of <i>Follicucullus</i> lineages (Albaillellaria, Radiolaria) based on high-resolution biostratigraphy of the Permian Bancheng Formation, Guangxi, South China." Journal of Micropalaeontology 33, no. 2 (September 1, 2014): 179–92. http://dx.doi.org/10.1144/jmpaleo2014-012.

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Abstract. High-resolution sampling was performed on four Permian sections in Guangxi Province, South China (Gujingling, Sanpaoling, Guoyuan and Yutouling sections). We report abundant and well-preserved Guadalupian–Lopingian radiolarian assemblages, with 25 species belonging to three genera of the order Albaillellaria. Among them, the most abundant genus is Follicucullus with 17 species: F. bipartitus, F. charveti, F. sp. cf. F. charveti, F. dilatatus, F. falx, F. sp. cf. F. falx, F. guangxiensis, F. hamatus, F. monacanthus, F. sp. cf. F. monacanthus, F. orthogonus, F. sp. cf. F. orthogonus, F. porrectus, F. scholasticus, F. sp. cf. F. scholasticus, F. ventricosus and F. sp. cf. F. ventricosus. On the basis of composite stratigraphic ranges, this study suggests four Interval Zones in ascending order, namely F. monacanthus, F. porrectus, F. scholasticus and F. charveti Interval Zones. We provide a phylogenetic model for Follicucullus based on their morphological affinities and stratigraphic distribution. The genus Follicucullus originated from Pseudoalbaillella fusiformis, with F. monacanthus as the forerunner species from which two contemporary species then radiated: F. dilatatus and F. porrectus. Follicucullus porrectus is a long-lasting species, it is abundant in our material and several Follicucullus lineages originated from it. In terms of evolution it is considered to be the ancestor of a number of Follicucullus species.
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Privitera, Tiziana. "Oreste 'scholasticus': una nota a Draconzio." Euphrosyne 24 (January 1996): 127–46. http://dx.doi.org/10.1484/j.euphr.5.125944.

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Watts, Edward. "Winning the Intracommunal Dialogues: Zacharias Scholasticus' Life of Severus." Journal of Early Christian Studies 13, no. 4 (2005): 437–64. http://dx.doi.org/10.1353/earl.2006.0011.

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Quiroga Puertas, Alberto J. "The Literary Connoisseur. Socrates Scholasticus on Rhetoric, Literature and Religious Orthodoxy." Vigiliae Christianae 69, no. 2 (March 6, 2015): 109–22. http://dx.doi.org/10.1163/15700720-12341184.

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This paper explores Socrates Scholasticus’ accounts of rhetorical deliveries and allusions to bishops’ oratorical displays in the light of new tendencies in late antique literature and historiography with the aim of concluding that the Church historian considered that rhetorical deliveries were part of the negotiating process in the search of religious consensus.
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Wojciechowska, Justyna. "„Twarze dzieciństwa” we współczesnych tekstach literackich." Świat i Słowo 33, no. 2 (January 2, 2019): 1. http://dx.doi.org/10.5604/01.3001.0013.7835.

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W artykule opisano „twarze dzieciństwa” przedstawione we współczesnych tekstach literackich. Analizę przeprowadzono w oparciu o wybrane książki dla dzieci, które częściowo stanowią lektury proponowane w podstawie programowej lub mogą być rozwinięciem czytelniczych zainteresowań. Opis odwołuje do klasyfikacji Grzegorza Leszczyńskiego, który wyszczególnił: homo ludens, homo domesticus, homo scholasticus, homo artifex, homo legens, tractatus de arte moriendi. Typologia została poszerzona o kategorie charakterystyczne dla czasów współczesnych.
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Gonis, Nikolaos. "Prosopographica III." Archiv für Papyrusforschung und verwandte Gebiete 65, no. 2 (December 1, 2019): 348–56. http://dx.doi.org/10.1515/apf-2019-0018.

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Abstract A sequel to a series of notes on high-ranking persons in Late Antique Egypt, continued from APF 55 (2009) 90-95. Included are Fl. Dionysius alias Apollonius, briefly curator civitatis of Oxyrhynchus in 325; Heraclammon and other officials mentioned in a speech of Shenute; from Hermopolis, Hermogenes, acting curator civitatis, and Callinicus, vir clarissimus; an Oxyrhynchite comes called Iustus; the Arsinoite scholasticus and pagarch Fl. Paulus; and a late but ghost Flavius.
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Benelli, Luca. "New evidence for the dating of Palladas and Eutolmius Scholasticus Illustris." Cuadernos de Filología Clásica. Estudios griegos e indoeuropeos 33 (April 11, 2023): 281–343. http://dx.doi.org/10.5209/cfcg.84773.

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Kevin Wilkinson has identified clues in the text of epigrams by Palladas which in his view enable us to date this poet to the age of Constantine, earlier than had previously been assumed. He seeks to prove this new chronology with the help of a papyrus (P. Ct. YBR inv. 4000) which he attributes to Palladas. Scholars however have challenged the attribution of the papyrus and refuted Wilkinson’s new chronology for Palladas. More recently, Wilkinson tried to defend his hypothesis with the help of an epigram by Palladas (AP 6.85), which supposedly mentions a Roman military-administrative title (-πριλάριος) that was abolished at the start of the fourth century CE. The present article will propose a new interpretation for AP 6.85: departing from Wilkinson’s arguments about -πριλάριος, it will be demonstrated that Gordioprilarios is in fact the early fourth century military saint Gordius, mentioned for the first time in a homily (nr. 18) of 370-378 CE by St Basil, and that the Timothy of the epigram is the Alexandrian patriarch of ca. 381-385 CE. It may thus be inferred that Palladas was still alive after 370 CE. The article will also demonstrate that the AP-poet Eutolmius Scholasticus Illustris is in fact Flavius Eutolmius Tatianus.
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Verde, Francesco. "Diogene di Sinope: un addendum (Ap V 302)." Revue des Études Anciennes 118, no. 2 (2016): 443–49. http://dx.doi.org/10.3406/rea.2016.6778.

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This short note focuses on an epigram of the Anthologia Palatina written by Agathias Scholasticus (AP V 302). In so far as it is a literary variation of the VI century AD, the last two lines of this text cannot be considered stricto sensu as an evidence of Diogenes of Sinope’s gesture, but as an interesting but neglected testimony of the Diogenian practice of masturbation. The epigram has to be considered as an addendum to Giannantoni’s edition of Diogenes’ testimonies.
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Dissertations / Theses on the topic "Scholasticus"

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Gardiner, Luke Charles Alfred. "'The truth is bitter' : Socrates Scholasticus and the writing of a history of the Christian Roman empire." Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/265614.

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This thesis examines the social and intellectual history of the later Roman Empire as evaluated by one of the most astute observers of the period, the church historian Socrates Scholasticus. Around 440, as the western Empire crumbled, Socrates composed his monumental Church Hist01y, spanning the turbulent period 305-439. Although he wrote in the relative security of the new imperial metropolis, Constantinople, during the reign of the pious emperor Theodosius II, I argue that Socrates was neither complacent nor, in any straightforward manner, confident in the upward trajectory of human history or the progress of Christian religion. This thesis presents, then, a new reading of Socrates, not as an optimist, but as a sophisticated realist. Faced with the bitter intellectual, theological, and organisational disputes that afflicted Christian communities during this period - so often the unfo1iunate products of well-meaning attempts by Christians to correct the errors they perceived in one another - Socrates explored a range of potential solutions to restore unity. Although discovering no panacea, I argue that Socrates found more modest means of returning civility to the everyday life of these communities in intellectual humility, in religious tolerance, and - in a move almost unparalleled in contemporary Christian thought - in humour. Socrates was also concerned with the state, and the disequilibrating effects on lateantique society of imperial overreach. He was, I argue, therefore attuned to the intricate relationships and rituals that defined the possibilities of imperial power. Deeply aware that good governance required continual tradeoffs and complex bargaining, Socrates accordingly believed that any assessment of emperors required a commensurately nuanced analytical framework, rather than the simplistic language and idealism of panegyric. Reflecting on a century of strife and division.following the 'definitive' triumph of Constantine, Socrates was all too aware that Eusebius of Caesarea's vision of a Roman Empire fundamentally transformed by Christianity - and hencefo1ih at lasting peace and harmonious in religious uniformity - had been an illusion. Rather, for Socrates, even in a Christian Roman Empire, institutions and individuals remained inherently imperfect and fallible.
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Harris, Kevin Brice. "Fifth-Century Views of Conversion: A Comparison of Conversion Narratives in the Church Histories of Sozomen and Socrates Scholasticus." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364297607.

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Burton, Simon James Gowan. "Hallowing of logic : the Trinitarian method of Richard Baxter's Methodus Theologiae." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/7821.

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While Richard Baxter (1615-91) is well known and rightly held in high esteem for his practical divinity and his evangelistic zeal, he has hitherto been conspicuously neglected as a theologian. In particular there have been no major studies of him with respect to the renewed paradigm of Protestant Scholasticism and none at all of his Methodus Theologiae (1681), which represents the fruit of a lifetime of theological reflection and study and which is arguably, in both scope and vision, one of the last great Summas of English scholastic divinity. This thesis focuses on the Methodus and on Baxter‟s theological method, which he took, though imperfect, to be the closest to the true Scripture method of theology that anyone had yet come. Baxter believed that every level of (active) created reality reflected the impress of God‟s Triune being in metaphysical composition, structure and activity. This he described, following the Italian metaphysicist Tommaso Campanella, in terms of the divine primalities or principles of Power, Wisdom and Love. In the Methodus these insights are systematised into a kind of Trinitarian logic. Baxter held that human reason should be sanctified in order to conform to the Trinitarian structure of created reality, and therefore espoused a method of trichotomising organised according to these same divine principles, derivative of both Ramist and Lullist method. This thesis argues that the whole of Baxter‟s mature thought is structured in a Trinitarian fashion according to his own „hallowed logic‟ and that two themes, often interlinked, are the key to interpreting his thought: the metaphysics of the divine principles and the Christian‟s baptismal covenant with the Triune God. Furthermore it examines Baxter‟s analogical ascent from the general vestigia Trinitatis present in the whole created order through the special vestigium of man‟s soul fashioned in the image of God and finally to the Trinity itself. This detailed exposition provides the basis, in the concluding chapter, for an examination of the whole of the Methodus and a demonstration that this represents a methodological unfolding of the covenant between the believer and God the Father, Son and Holy Spirit in the threefold Kingdom of Nature, Grace and Glory. In this way the Methodus may be seen as having taken its inspiration from the Theo-Politica (1659) of Baxter‟s friend George Lawson. Finally this thesis concludes that Baxter‟s thought has pronounced Scotist and Nominalist accents. His Scotism in particular runs deep and has strong ties with his Trinitarian thought, which is especially significant in light of the recent increasingly vocal discussions of the Scotist character of Protestant Scholasticism. Overall therefore it is suggested that Baxter is a neglected figure who deserves to be rediscovered and whose mature theology represents a fascinating reconstrual of biblical ideas according to a Trinitarian and scholastic paradigm.
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McCabe, Benjamin. "Sir Gawain and Scholasticism." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19599.

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The following thesis makes a reading of the Middle English romance of Sir Gawain and the Green Knight that contextualises the poem within the framework of Scholastic thought, focusing in particular on the influence of the Scholastic discussions of moral philosophy, in order to better understand the poem’s treatment of moral indeterminacy. My approach to the poem is one that focuses on a historical understanding of ethics that prevailed in the poet’s time, and so is historicist in a broad sense, but focused particularly on the history of ideas. Rather than trying to read the poem through the lens of later modern philosophical and critical understandings, I explore how the moral issues addressed within the poem would have been framed in the late fourteenth-century. My thesis centres on the argument that a familiarity with the Scholastic approach to moral philosophy is indispensable to an authentic reading of SGGK. The poem’s plot focuses clearly on the moral dilemmas that Gawain is faced with, and wraps these in a complex of moral quandaries, making an understanding of these in fourteenth-century terms imperative. From this premise, I argue that it is therefore of great importance to appreciate how these ethical issues were conceived of in the fourteenth-century. The suggestion that the moral hermeneutic of the poem emerges within a Scholastic frame is not new, nor is the suggestion that the poet is deeply interested in the tension between human weakness and Christian ideals. The following discussion of Scholastic thought includes a particular focus on the works of Thomas Aquinas, not because other medieval theologians deserve less attention, but because Aquinas’ pre-eminence and universal influence allows us to treat him as the most influential representative of that school of thought.
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Noël, Martin. "Prêcher par l'histoire : les sources de six historiens du haut moyen âge (VIIe-XIe siècles)." Master's thesis, Université Laval, 2003. http://hdl.handle.net/20.500.11794/17756.

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Fitzpatrick, A. "Bodily identity in scholastic theology." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1411124/.

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At the core of this thesis is an examination of how Aquinas's materialistic understanding of resurrection shaped his thinking on human nature, individuality and bodily identity. Resurrection implied two things with respect to the individual body. First: the union between soul and matter was intimate and essential. Aquinas held that the soul is the only substantial, or nature-determining, form in a human being. Second: the material part in a human was relatively independent from the soul. Aquinas grounded the relative independence of body from soul on the accidental form 'dimensive quantity', which gave to the body its organic structure, individualised its matter, and supported its material continuity. Chapters 1 and 2 discuss Aquinas's Aristotelian and Averroan sources. For Aristotle, although individuality had its basis in matter, all matter was exchangeable without prejudice to identity. Problematically for the theologian working on resurrection, Aristotle offered no account of postmortem bodily continuity. Averroes, crucially, imported Aristotle's geometrical notion of 'body' as a three-dimensional kind of quantity into his discussions of bodily identity. Averroes thought that matter had a bodily structure of its own, supporting its continuing identity across radical change. Chapters 3 and 4 discuss Aquinas's thinking on the individual body and bodily identity. Reflection on resurrection, it seems, pushed Aquinas towards adopting a position on the nature of matter similar to Averroes'. In the 1270s, critics (mostly Franciscan) of Aquinas's theory of human nature turned it on its head, argued that it threatened the body (with heretical consequences for the identity of Christ's corpse), and set off the late-thirteenth century's defining debate on human nature. Chapter 5 discusses the divergent ways in which the Dominicans Thomas of Sutton, Robert of Orford, and Richard Knapwell defended Aquinas's theory of human nature and its consequences for postmortem bodily continuity at Oxford during 1277-86. It culminates in an examination of Knapwell's advanced work on the nature of matter, which built upon Averroes' and Aquinas's. The thesis contends, furthermore, that these three Dominicans can still be grouped under the banner of the 'early Thomistic school' if the ground they share is understood to be primarily political, rather than primarily doctrinal.
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Chin, Clive S. "The inspiration and authority of the Bible continuity and discontinuity of Reformed Scholasticism with the Reformation /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Tucker, Luke Rohan. "Devotio Moderna: Confrontations with Scholastic, University Culture." Thesis, University of Sydney, 2021. https://hdl.handle.net/2123/24539.

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The founding stories of the Devotio Moderna began with a book burning and explicit rejections of scholastic, university culture. Most scholars have either pitted the movement’s dimensions of pastoral care and teaching against each other as exclusive alternatives or have declined to treat the New Devout’s status as a culture of learning. However, if we are to take this mythos as essential to the movement, we must proceed from the outset that confrontations with scholastic, university culture lay at the heart of the Devotio Moderna. This thesis suggests that either above approach is inadequate and misreads the movement. Using Charles Taylor’s framework of the Social Imaginary, this thesis argues that the Devotio Moderna developed based on an Augustinian Imaginary, a sense deriving from Augustine and his medieval interlocutors. By the time of the Observant Century, this Augustinian Imaginary now stood in competition with the universitas, a competing Social Imaginary that the New Devout could not reconcile with their Augustinian Imaginary and therefore rejected. By articulating the Devotio Moderna’s daily habits of reading, writing, and prayer, this thesis argues that this conflict between the Devotio Moderna and scholastic, university culture loomed large in the movement’s imagination. By relocating the key issues in analysis of the Devotio Moderna, we see the difficulty of the historian writing within the institution that the New Devout opposed, but which ultimately supplanted the movement. This thesis is therefore significant as a repositioning of analysis of the Devotio Moderna as a movement in relation fundamentally to scholastic, university culture, and in being an articulation of the difficulty for the universitas’ distant descendant, the modern discipline of history, to understand a historical movement animated by an imaginary opposed to that which vivified, and continues to vivify, university culture.
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Brigham, Stephen King 1950. "Architectural archives: Redefining archives as scholastic tools." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291404.

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Architectural archives contain cultural records that are valuable to researchers and students of architecture. According to a national survey conducted for this thesis, many of these valuable records are not accessible. Architectural records that are not accessible may become neglected, thereby jeopardizing their long term preservation. This thesis proposes that architectural records will become more accessible when the archives containing these records are linked to curricula in schools of architecture. The thesis outlines the change in mission, the educational programs, and the planning criteria required to transform these archives from expensive repositories to centers of education.
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Zhang, Jing. "An integrative model to predict scholastic performance." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17558.

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Diese Promotion befasst sich in drei unterschiedlichen Studien mit der Vorhersage schulischer Leistungen in der chinesischen Kultur. Die Arbeit befasst sich demzufolge sowohl mit Konstrukten der fluiden Intelligenz (Gf), den Persönlichkeitsdomänen (Big Five), schmaler gefassten Persönlichkeitskonstrukten (Glaube an sich Selbst, Lernstrategien) sowie dem komplexen Zusammenspiel dieser Konstrukte als Prädiktoren für schulische Leistungen. Nach einer generellen Einführung und der Herleitung des Big Five Narrow Trait (B5NT) Modells werden die drei Studien dargestellt. Studie 1 untersucht bei chinesischen Sekundarschülern figurale Verarbeitungsfähigkeit als Indikator für Gf und Persönlichkeitseigenschaften als Indikatoren für Schulnoten in den Fächern Mathematik, Chinesisch und Englisch sowie mögliche Interaktionen. Die zweite Studie integriert diese Ergebnisse in das B5NT Modell, das zudem mit anderen Modellen, wie etwa dem Double Mediation model (DM), verglichen wird. Der Glaube an sich selbst sowie Lernstrategien werden in den Analysen als wichtige Mediatoren betrachtet. Studie 3 überprüft die Ergebnisse in einem längsschnittlichen Design. Während bereits in Studie 2 starke Evidenz für das B5NT Modell gefunden werden konnte, kann dies auch in Studie 3 repliziert werden. Zudem können in einem Revisionsmodell reziproke Effekte von Performanz auf Persönlichkeitsdomänen angenommen werden. Die Promotion stellt daher ein theoretisches Modell zur Verfügung, das den Einfluss von den Big Five Domänen auf die schulischen Leistungen erklärt und durch querschnittliche sowie längsschnittliche Daten gestützt wird
This dissertation deals with the prediction of scholastic performance in Chinese culture. The thesis uses the constructs of fluid intelligence (Gf), broad personality traits (Big Five), narrow personality traits (i.e., self-beliefs and learning approaches), and their complex interplay as predictors of scholastic performance. Following a general introduction summarizing the theoretical foundations as well as outlining the derivation of the Big Five Narrow Trait (B5NT) Model, three papers are presented. In the context of Chinese secondary school students, Paper 1 examined the predictive power of figural reasoning as an indicator of Gf and personality traits on school grades in three subjects (i.e., Mathematics, Chinese, and English), and further investigated their potential interactions. Paper 2 integrated the findings of Paper 1 with the aforementioned B5NT. Within the study, the B5NT is empirically tested and compared to an alternative model proposed in earlier work, the Double Mediation model [DM]. Self-beliefs and learning approaches were considered as relevant mediators within those analyses. In this cross-sectional study, the B5NT model was strongly supported, whereas the DM model did not find strong empirical support. In order to empirically verify the underlying processes from a longitudinal perspective, Paper 3 expanded on the B5NT related findings in a three-wave longitudinal panel design. The findings supported the B5NT model and further warranted a revision model in which reciprocal effects from performance to big traits are suggested. Thus, the presented thesis provides a theoretical model explaining the influence of the Big Five on scholastic performance. Moreover, empirical support for the proposed model from cross-sectional and longitudinal data was found. Finally, integrating interactions with cognitive ability rounds off the perspective.
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Books on the topic "Scholasticus"

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Willis, William H., and Klaus Maresch, eds. The Archive of Ammon Scholasticus of Panopolis. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7.

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Urbainczyk, Theresa. Socrates Scholasticus: Historian of Church and State. Birmingham: University of Birmingham, 1992.

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H, Willis William, and Maresch Klaus, eds. The archive of Ammon Scholasticus of Panopolis: (P. Ammon). Opladen: Westdeutscher Verlag, 1997.

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Socrates, Scholasticus, ca. 379-ca. 440. and Thomson Robert W. 1934-, eds. The Armenian adaption of the Ecclesiastical history of Socrates Scholasticus: Commonly known as "The shorter Socrates". Leuven, Belgium: Peeters, 2001.

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Baumeister, Friedrich Christian. Exercitationes academicae et scholasticae: De Christiani Wolfii educatione, studiis iuvenilibus vitaque scholastics. Hildesheim: Olms, 2004.

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1709-1785, Baumeister Friedrich Christian, ed. Exercitationes academicae et scholasticae: De Christiani Wolfii educatione, studiis iuvenilibus vitaque scholastics. Hildesheim: Olms, 2004.

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Lefebvre, Charles Édouard. Theses ex universa philosophia quas ... in Collegio Immaculatae Conceptionis provinciae canadensis soc. Iesu die 25 maii 1914 propugnandas conscripsit Carolus Eduardus Lefebvre scholasticus eiusdem societatis. [Montréal?: s.n.], 1995.

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Hofmeister Pich, Roberto, and Alfredo Santiago Culleton, eds. Scholastica Colonialis: Reception and Development of Baroque Scholasticism in Latin America, 16th-18th Centuries. Turnhout: Brepols Publishers, 2017. http://dx.doi.org/10.1484/m.tema-eb.5.107198.

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Colish, Marcia L. Remapping scholasticism. Toronto: Pontifical Institute of Mediaeval Studies, 2000.

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Palaeologus, Jacobus. Disputatio scholastica. Utrecht: Bibliotheca Unitariorum, 1994.

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Book chapters on the topic "Scholasticus"

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Willis, William H., and Klaus Maresch. "Introduction." In The Archive of Ammon Scholasticus of Panopolis, 1–6. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_1.

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Willis, William H., and Klaus Maresch. "Draft 3 (on the verso of 10a-b)." In The Archive of Ammon Scholasticus of Panopolis, 96–101. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_10.

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Willis, William H., and Klaus Maresch. "Draft 4 (on recto of 9)." In The Archive of Ammon Scholasticus of Panopolis, 102–7. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_11.

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Willis, William H., and Klaus Maresch. "Draft 5 (on the verso of 7)." In The Archive of Ammon Scholasticus of Panopolis, 108–13. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_12.

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Willis, William H., and Klaus Maresch. "Draft 6 (on the verso of 5)." In The Archive of Ammon Scholasticus of Panopolis, 114–19. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_13.

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Willis, William H., and Klaus Maresch. "Draft 7 (on the verso and recto margins of 6)." In The Archive of Ammon Scholasticus of Panopolis, 120–30. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_14.

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Willis, William H., and Klaus Maresch. "Draft 8." In The Archive of Ammon Scholasticus of Panopolis, 131–32. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_15.

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Willis, William H., and Klaus Maresch. "Draft 9." In The Archive of Ammon Scholasticus of Panopolis, 133–42. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_16.

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Willis, William H., and Klaus Maresch. "Draft of a Petition, Perhaps to the Prefect." In The Archive of Ammon Scholasticus of Panopolis, 143–46. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_17.

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Willis, William H., and Klaus Maresch. "Draft of a Petition." In The Archive of Ammon Scholasticus of Panopolis, 147–49. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14299-7_18.

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Conference papers on the topic "Scholasticus"

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Dyaberi, Jagadeesh M., Karthik Kannan, Vijay Pai, Yih-Farn Robin Chen, Rittwik Jana, Daniel Stern, and Bin Wei. "Scholastic streaming." In the 3rd workshop. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878022.1878035.

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Matzner, Matthias, Claudia Hildebrandt, Kerstin Höner, and Kristiena Matis. "Scholastic Talent Indicator Matrix." In WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3361721.3361737.

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Suryani, Y. E., N. H. P. S. Putro, H. Retnawati, and Zh Khamit. "Cognitive Abilities of Senior High School Students." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.08.

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The Scholastic Assessment Test is a test used to measure cognitive abilities. The Scholastic Assessment Test predicts prospective students who are able to complete their studies in college well and on time. This study aims to (1) describe the cognitive abilities of high school students through the scores of the Scholastic Assessment Test on Computer-Based Written Examination in 2021; (2) find out the subtest that has the most influence on the Scholastic Assessment Test score. This study uses secondary data, namely the mean score of the SMA/MA Scholastic Assessment Test in the province of Yogyakarta Special Area which is included in the Top 1000 results of the 2021 Computer-Based Written Examination. In the Province of Yogyakarta Special Area, there are 83 schools that fall into the Top 1000 category with details: 28 Senior High Schools in Yogya City, 23 schools in Sleman Regency, 18 schools in Bantul Regency, 7 schools in Gunung Kidul Regency, and 7 schools in Kulon Progo Regency. The data analysis methods used in this study were descriptive statistics and multiple regression analysis. The results of data analysis show that the highest average of students’ cognitive ability in the low group is reading comprehension and writing ability, in the medium group the highest average is reasoning ability, and in the high group, the highest average is quantitative ability. Based on the results of the regression analysis, it can be seen that the reasoning ability subtest has the greatest contribution to the Scholastic Assessment Test scores of high school students in the Special Area of Yogyakarta.
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Ivlev, Vitaly, and Marina Ivleva. "Peculiarities of Aristotelian Scholastic Logic." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.20.

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Grogan-Graham, Erika. "EXPLORING THE “EXO-SCHOLASTIC” AS INCLUSIVE PEDAGOGY." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1117.

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"Competing in the ACM scholastic programming contest (abstract)." In the 1993 ACM conference, Chair Donald J. Bagert. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/170791.171161.

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Watanabe, Jun-ichiro, Saki Matsuda, and Kazuo Yano. "Using wearable sensor badges to improve scholastic performance." In UbiComp '13: The 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2494091.2494137.

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Richmond, Adeya, and Laura Pittman. "Parenting Practices, Racial Socialization, and Adolescent Functioning in African American Families." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/glcs6067.

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African American parents’ use of racial socialization messages has been associated with other parenting practices and behaviors as well as adolescent functioning. This study explored the relationships among racial socialization, general parenting practices (<em>e.g</em>., parental monitoring knowledge, harsh parental discipline, and parent-child relationship) and three psychological outcomes (<em>e.g.</em>, scholastic competence, self-esteem, and externalizing behaviors) among 103 African American adolescents. Based on linear regressions, adolescents’ scholastic competence was positively associated with cultural socialization and negatively associated with promotion of mistrust, but self-esteem and externalizing behaviors were not linked to any racial socialization dimension. Further, cultural socialization was found to be related to each of the general parenting practices. Implications for research on African American parenting behaviors and adolescents’ functioning are discussed.
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Mall, Sonu Kr, Abhijeet Kr Pandey, Akash Tiwari, Ranjit Chauhan, Rohit Agarwal, and Dr Komal Asrani. "EVALUATING AN INTEGRATED EDUCATIONAL APP FOR CAREER HIKERS- RESEARCH EXPEDITION REPORT." In Computing for Sustainable Innovation: Shaping Tomorrow’s World. Innovative Research Publication, 2024. http://dx.doi.org/10.55524/csistw.2024.12.1.27.

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This investigate explores the adequacy of an coordinates instructive app outlined to back the scholastic travel of trying career explorers, traversing from Lesson 6 to B. Tech conclusion semesters. The app points to serve as a comprehensive stage advertising differing highlights such as notes, addresses, real-time help, and community engagement. Utilizing a blended- strategies approach, the ponder evaluates client encounters, engagement levels, and the affect on scholarly execution. Key contemplations incorporate app plan, versatility over scholastic levels, and subject-specific viability. The inquire about contributes important experiences into the advancing scene of instructive innovation, particularly custom-made to meet the one of a kind needs of understudies trying for careers in hiking-related areas. The discoveries point to illuminate teachers, app designers, and partners around the potential of coordinates instructive apps in upgrading learning encounters and results.
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Zhang, Jing. "Predicting Scholastic Performance: When Interests Take Over From Openness." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428822.

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Reports on the topic "Scholasticus"

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Griffiths, Rachael. Transkribus in Practice: Improving CER. Verlag der Österreichischen Akademie der Wissenschaften, October 2022. http://dx.doi.org/10.1553/tibschol_erc_cog_101001002_griffiths_cer.

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This paper documents ongoing efforts to enhance the accuracy of Handwritten Text Recognition (HTR) models using Transkribus, focusing on the transcription of Tibetan cursive (dbu med) manuscripts from the 11th to 13th centuries within the framework of the ERC-funded project, The Dawn of Tibetan Buddhist Scholasticism (11th-13th C.) (TibSchol). It presents the steps taken to improve the Character Error Rate (CER) of the HTR models, the results achieved so far, and considerations for those working on similar projects.
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Drakulich, Elaine. An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1153.

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Blackton, Rhona. A study of the correlation between the degree of acculturation and scholastic achievement and English gain of ESL students, grades 2-5, Beach School, Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5442.

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Health hazard evaluation report: HETA-83-306-1548, Scholastic, Inc., New York, New York. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, January 1985. http://dx.doi.org/10.26616/nioshheta833061548.

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