scholarly journals Ernest William Hobson, 1856 - 1933

1934 ◽  
Vol 1 (3) ◽  
pp. 236-249
Keyword(s):  
Natural Science ◽  
Early Education ◽  
General Rule ◽  
Later Life ◽  
General Ability ◽  
French Music

Ernest William Hobson, who was born at Derby on October 27, 1856, and died rather suddenly, after a short illness, on April 19, 1933, had been for many years one of the first of English mathematicians. Although he lived to be 76, he was active almost up to his death; his last book (and perhaps in some ways his best) was published when he was 74. He was a singular exception to the general rule that good mathematicians do their best work when they are young. Hobson was the son of William Hobson, who was editor and part proprietor of the Derbyshire Advertiser and was prominent in municipal affairs. He was the eldest of a family of six, J. A. Hobson, the wellknown economist, being one of his brothers. His early education was at Derby School. Derby had a mathematical master* of more than usual ability, and Hobson’s mathematical talents were very soon, noticed and encouraged. At 13 he had his first opportunity of distinguishing himself in competition, and was first in all England in the old “ Junior Local ” . It is interesting to observe that he also attained u distinction ” in French, music, and natural science ; such lists usually show nothing but general ability, but in Hobson’s case the subjects represented interests which survived. He was a good linguist (though German was his language in later life rather than French); was definitely musical; and, as he showed in his Gifford lectures, had an exceptional all-round knowledge of science.

Minority families, early education, and later life chances.

1983 ◽  
Vol 53 (4) ◽  
pp. 706-720 ◽  
Author(s):  
Jacqueline M. Royce ◽  
Irving Lazar ◽  
Richard B. Darlington
Keyword(s):  
Early Education ◽  
Later Life ◽  
Life Chances ◽  
Minority Families

scholarly journals St. Gregory Palamas’s gnoseology in light of the dogma of the incarnation of Christ

2021 ◽  
Vol 3 (1) ◽  
pp. 24-44
Author(s):  
Ilya N. Lukovtsev ◽  
Keyword(s):  
Human Nature ◽  
Natural Science ◽  
Modern Science ◽  
General Rule ◽  
Byzantine Empire ◽  
Orthodox Church ◽  
Local Council ◽  
Philosophical Aspect ◽  
Key Terms ◽  
The Trinity

This article is devoted to the problem of correspondence between the gnoseology of St. Gregory Palamas and the teachings of the Orthodox Church. His gnoseology contains two theses that caused a significant controversy in the 14th century in the Byzantine Empire. These are the uncreated nature of the Tabor Light and the possibility to know God by His uncreated energies, but not by His essence. The author turns directly to the Christological confessions and other dogmatic texts of the Ecumenical Councils to solve the problem. This method has not been largely used. As a general rule, the “palamites” and “antipalamites” used to refer to some particular father or plunged into a strictly philosophical discourse. At the same time, it was not fully taken into the account the fact that the Acts of the Ecumenical Councils contain information to adequately assess St. Gregory’s gnoseology. The article concisely presents the main theses of St. Gregory Palamas’s gnoseology, approved by the local Council of 1351 held in Constantinople. The theses are compared to the confession of the Council of Chalcedon. The texts of the subsequent Ecumenical Councils are considered to be as clarifying as the Chalcedonian confession. The views of St. Gregory’s main opponents are also analyzed in the article. Particular attention is paid to the meaning of key terms in the considered dogmatic texts. The article also takes into account the philosophical aspect of the problem, and expounds one of the arguments of St. Gregory in favor of the uncreated nature of the Tabor Light, which is based on the idea of the inability of human nature to emit light. As a result of the research, it was established that both theses of St. Gregory contradict the doctrine of the Ecumenical Councils about Christ. Instead of St. Gregory’s dubious gnoseology, the Ecumenical Councils offer to cognize the divinity of the Trinity inseparably from the flesh of Christ, and not only in energy, but also essence and hypostasis. As for the natural science argument of St. Gregory, it is refuted by the data of modern science, which proved the existence of biophotons. This discovery, according to the author, does not contradict, but only confirms the Christology of the Ecumenical Councils.

scholarly journals 1. Biographical Memoir of the late Dr D. Skene of Aberdeen

1862 ◽  
Vol 4 ◽  
pp. 164-167
Author(s):  
Alex. Thomson
Keyword(s):  
Natural Science ◽  
Early Education ◽  
Biographical Memoir

This memoir commences by stating that it seemed desirable to arrange and preserve what memorials could still be found of one who had done very much to promote the study of natural science in Scotland, but whose memory had well-nigh perished.Dr Skene's father and grandfather were both eminent physicians in Aberdeen, where he was born, on 13th August 1731.His early education was conducted in Aberdeen. He spent the winter of 1751-2 in Edinburgh, attending various medical classes; and in the autumn of 1752 proceeded to London, where he studied under Hunter and Smellie, besides attending several of the hospitals.

scholarly journals How do you Hug a Porcupine? by L. Isop

2012 ◽  
Vol 1 (3) ◽  
Author(s):  
David Sulz
Keyword(s):  
New York ◽  
Elementary Education ◽  
Real Life ◽  
General Rule ◽  
Later Life ◽  
Religious Studies ◽  
University Of Alberta ◽  
Library Studies ◽  
The Difference ◽  
The University

Isop, Laurie. Illustrated by Gwen Millward. How do you Hug a Porcupine? New York: Simon & Schuster Books for Your Readers, 2011. Print. A charming and hopefully harmless little book.  The variety of animals is illustrated realistically enough to be recognizable on the page and probably even in real-life. The text is nicely lyrical with a rhythm and rhyme that makes you want to sing while reading. The message, however, is not all positive. On the good side, the portrayal of animals as worthy of human attention, respect, and appreciation (although not particularly original in children’s books) is always welcome.  Also nice is the mix of familiar animals (e.g. cow, horse, pig, giraffe) with some that don’t get much attention (e.g. hedgehog, yak, ostrich) so young readers might learn something new. On the negative side, however, is the encouragement to hug any-and-all animals. Knowledge of the difference between tame (domestic) animals and wild animals should be instilled from a young age and, even if not taught explicitly, children’s authors should at least not introduce ideas that must be unlearned in real life. Pandas, yaks, porcupines, kangaroos, and dolphins should NOT, as a general rule, ever be hugged and people should NOT be convinced that everything needs a hug. For one thing, animals are unpredictable and potentially dangerous to the hugger. For another, hugging or touching a wild animal can be dangerous for the hugged - hugging a porcupine would dislodge many quills and reduce its defenses against predators. Sometimes I wonder if the national park tourists who slather honey on their child’s arm to get a picture of the cute bear licking it or approach a fully-grown elk to touch its antler velvet were maybe too exposed to this sort of book. In short, the answer to “how do you hug a porcupine?” should be, “you don’t!” Stick to hugging your own kitty-cat or puppy-dog instead that you know will probably appreciate it and not attack you. Recommended with reservations: 2 out of 4 stars (charming and lyrical but potentially dangerous in later life). Reviewer: David Sulz David is a librarian at the University of Alberta working mostly with scholars in Economics, Religious Studies, and Social Work. His university studies included: Library Studies, History, Elementary Education, Japanese, and Economics. On the education front, he taught various grades and subjects for several years in schools as well as museums. His interest in Japan and things Japanese stands above his other diverse interests.    

Sir Jagadis Chunder Bose, 1858 - 1937

1940 ◽  
Vol 3 (8) ◽  
pp. 3-12 ◽  
Keyword(s):  
Natural Science ◽  
Later Life ◽  
Early Years ◽  
Society Of Jesus ◽  
Emeritus Professor ◽  
Government Service ◽  
Presidency College ◽  
Study Of Medicine ◽  
James Dewar ◽  
The Town

Jagadis Chunder Bose was born on 30 November 1858, in the town of Mymemsingh in Bengal, where his father, Bhagwan Chunder Bose was then posted as a Deputy Magistrate. He spent the early years of his life in the town of Faridipur. Later he came to Calcutta and joined the St Xavier’s College, an institution maintained by the Society of Jesus (Jesuits). Here he studied Physics under Father Lafont, an inspiring teacher, and, like the latter, he developed in later life a flair for lecture demonstrations. After graduating in Calcutta he went to London to study medicine, but owing to repeated attacks of malaria, which he had contracted prior to his departure for London, he gave up the study of Medicine and took up Natural Science. He went to Cambridge and joined Christ’s College. There he came under the influence of such teachers as the late Lord Rayleigh, Sir James Dewar, Sir Michael Foster and Francis Darwin. In the early eighties he graduated in science from London and Cambridge universities. On returning to India he was appointed a professor of Physics in the Presidency College, Calcutta, in 1884. His connexion with this College continued unbroken till his retirement from Government service in 1915, when he was made an Emeritus Professor.

Frederick Daniel Chattaway, 1860 - 1944

1944 ◽  
Vol 4 (13) ◽  
pp. 713-716
Keyword(s):  
General Practice ◽  
Natural Science ◽  
Private School ◽  
Family Income ◽  
Early Education ◽  
Science And Art ◽  
The Family ◽  
University College ◽  
Christ Church ◽  
Science School

F. D. Chattaway was born at Foleshill in Warwickshire on 9 November 1860, being the eldest of five children of Daniel Clarke Chattaway and Eliza Anne Adcock. He died at Torquay on 27 January 1944 in his eighty-fourth year. His father was a ribbon and trimming manufacturer in Coventry but this trade collapsed and with it the family fortune, following the 1870 treaty with France. In consequence Chattaway’s education was achieved almost entirely by scholarships. His taste for science might derive from his grandfather, but his liking for and knowledge of poetry and literature almost certainly came from his mother who started a small private school in Birmingham when the family income failed. Chattaway received his early education privately from a nonconformist minister, the Rev. J. S. Withers. His training in chemistry began at Mason College under Sir William Tilden. A science and art scholarship enabled him to attend the School of Mines in London and he then passed preliminary examinations at Glasgow with a view to studying medicine. Having no stomach for dissection, however, he turned to chemistry as a career and proceeded to University College, Aberystwyth. Two years later he gained a scholarship at Christ Church, Oxford, where A. G. Vernon Harcourtwas tutor, and obtained a first class in the Natural Science School at Oxford in 1891: a first at London had been gained the previous year. He followed the then general practice of going to Germany and elected to work with Baeyar and Bamberger at Munich.

Frank Horton, 1878-1957

1958 ◽  
Vol 4 ◽  
pp. 117-127 ◽  
Keyword(s):  
Experimental Research ◽  
Early Education ◽  
Later Life ◽  
Teaching And Research ◽  
Second Child ◽  
Future Career ◽  
Vice Chancellor ◽  
Lecture Room ◽  
The Future ◽  
The University

Frank Horton was born at Handsworth, Birmingham, on 20 August 1878. His parents were Albert Horton and Kate Louisa Horton ( née Carley) and he was the eldest son and second child of a family of seven, five sons and two daughters; a most devoted family. Whether Frank’s future career was directly influenced by the fact that his father was a schoolmaster and later an Inspector of Schools is not known for certain, but the future Professor and Vice-Chancellor may well have approached maturity with this background bias, which may have strongly turned his thoughts to administration in later life. As a child he got his early education at King Edward’s School, Birmingham, where it was soon apparent that he showed real academic promise, so that he was encouraged to enter Mason College, Birmingham, where teaching and research prestige were already so high as to make the early attainment of University status a virtual certainty. His undergraduate career in Mason College, led in 1899 to a First Class External Honours degree in the University of London, in physics and in chemistry after which he chose to tread the path of physics research under the aegis of Professor J. H. Poynting. It was under Poynting’s influence that the young Horton was first given the opportunity of showing, in the field of experimental research, those qualities of meticulous and painstaking care which, through all his life, were to characterize his work, whether in the laboratory, the lecture room, the administrative office or in committee.

scholarly journals Rola nauczyciela edukacji wczesnoszkolnej w kształtowaniu (się) przyrodniczej wiedzy naukowej dziecka

1970 ◽  
pp. 387-398
Author(s):  
Marek Banaszak
Keyword(s):  
Natural Science ◽  
Early Education ◽  
Education Level ◽  
Constructivist Approach ◽  
Science Knowledge ◽  
Education Teacher

The text is about the competences of an early education teacher in developing the student’s natural science knowledge. Selected typologies of the teacher’s competences and a constructivist approach towards the student’s knowledge are presented. Moreover, the text shows that experience is a particularly effective method of improving the child’s skills and knowledge related to nature at an early education level.

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