Old Posen and Young Ernst

2018 ◽  
pp. 8-22 ◽  
Author(s):  
Robert E. Lerner
Keyword(s):  
Middle School ◽  
Early Life ◽  
Intensive Study ◽  
Modern Language ◽  
The Family

This chapter details the family and early life of Ernst Kantorowicz. Born in 1895, Kantorowicz was the youngest of three siblings. His parents believed that teaching him English was essential, based on the presumption that he would be engaged in trade. Thus, they gave him to the care of an English governess until he was twelve, and he learned to speak English well enough to be able to lecture in that language at Oxford in 1934. In the spring of 1901, when he was six, he entered a local municipal “middle-school for youths,” which he attended for three years. From the middle school he proceeded to the Royal Auguste-Viktoria Gymnasium, an all-male school that required the intensive study of Latin and Greek plus one modern language, which in Kantorowicz's case was French.

The Dupont family: collectors, dealers and naturalists in nineteenth-century Paris

2016 ◽  
Vol 43 (2) ◽  
pp. 191-207 ◽  
Author(s):  
Richard Mearns ◽  
Laurent Chevrier ◽  
Christophe Gouraud
Keyword(s):  
Nineteenth Century ◽  
Family History ◽  
Natural History ◽  
North Africa ◽  
Special Interest ◽  
Early Life ◽  
Anatomical Models ◽  
The Family ◽  
Small Collection

In the early part of the nineteenth century the Dupont brothers ran separate natural history businesses in Paris. Relatively little is known about their early life but an investigation into the family history at Bayeux corrects Léonard Dupont's year of birth from 1795 to 1796. In 1818 Léonard joined Joseph Ritchie's expedition to North Africa to assist in collecting and preparing the discoveries but he did not get beyond Tripoli. After 15 months he came back to Paris with a small collection from Libya and Provence, and returned to Provence in 1821. While operating as a dealer-naturalist in Paris he published Traité de taxidermie (1823, 1827), developed a special interest in foreign birds and became well known for his anatomical models in coloured wax. Henry Dupont sold a range of natural history material and with his particular passion for beetles formed one of the finest collections in Europe; his best known publication is Monographie des Trachydérides (1836–1840). Because the brothers had overlapping interests and were rarely referred to by their forenames there has been confusion between them and the various eponyms that commemorate them. Although probably true, it would be an over-simplification to state that birds of this era named for Dupont refer to Léonard Dupont, insects to Henry Dupont, and molluscs to their mother.

scholarly journals STUDI LAYANAN INFORMASI BERBASIS STIFIn UNTUK SISWA KELAS IX DI SMP IT ROBBANI BANJARBARU

2019 ◽  
Vol 5 (2) ◽  
pp. 7
Author(s):  
Rahmadani Rahmadani ◽  
Jarkawi Jarkawi ◽  
Eka Sri Handayani
Keyword(s):  
Middle School ◽  
Information Service ◽  
Information Services ◽  
Personality Tests ◽  
Community Based ◽  
The Family ◽  
School And Community ◽  
Implementation Stages ◽  
Considerable Impact ◽  
Suitable Environment

The teenage phase is a fairly critical phase so that every teenager needs a suitable environment so that later they are able to achieve achievements in the family, school and community. Based on this, an environment that is designed in the family, school and community is needed so that each individual can develop according to his potential. Although basically schools are not the only institution that forges students but schools have a considerable impact on the formation of an individual. Therefore, researchers are interested in implementing STIFIn-based Information Services with the aim of optimizing the potential of students. The method used in this study is qualitative. The subjects in this study were students of class IX Rabbani Banjarbaru IT Middle School. The sample in this study were 1 teacher, 2 students, and 2 studaents.The implementation stages of STIFIn-based Information Services for grade IX students at Rabbani Banjarbaru IT Middle School start from the process of exploring the needs of students after the explanation service of the results of the STIFIn-Based Personality Test, to adjust the needs of students then the information service content provided is STIFIn-based Learning Information Services.The results showed that not all information content could be understood, because there was the use of foreign languages and scientific terms that were not familiar to students. In addition, the results and explanation of STIFI-based personality tests are not fully recognized by students, this is due to the environmental factors that influence students in carrying out their developmental tasks.

Muhammad Mustafa Badawi in Conversation

2015 ◽  
Author(s):  
Abdul-Nabi Isstaif
Keyword(s):  
Early Life ◽  
World Literature ◽  
English Language ◽  
English Literature ◽  
Arabic Literature ◽  
Literature And Politics ◽  
The Family ◽  
Essential Questions ◽  
The Relationship ◽  
The City

This chapter presents a 1997 interview with Mustafa Badawi and includes sections relating to his early life and education until 1947 when he was sent to England to pursue further studies in English. Badawi first talks about the years of his early formation in the family, the neighbourhood and his various schools in Alexandria before discussing his cultural formation in the city. He reveals that he decided to specialise in English language in order to deepen his study of English literature so that he could see Arabic literature in the wider context of world literature. Badawi also describes his attitudes towards literature and criticism, which he says involved three essential questions: the relationship between literature and politics; the relationship between literature and morality; and the nature of language and its function in poetry, and consequently the relationship between poetry and science, or between poetry and thought or knowledge in general.

Connections at the Family Level

2017 ◽  
pp. 220-244 ◽  
Author(s):  
Caitlin K. Martin ◽  
Nichole Pinkard ◽  
Sheena Erete ◽  
Jim Sandherr
Keyword(s):  
Middle School ◽  
Collaborative Work ◽  
Lessons Learned ◽  
Multiple Roles ◽  
Stem Learning ◽  
Middle School Girls ◽  
Workshop Model ◽  
The Family ◽  
Caring Adults ◽  
School Girls

We discuss the multiple roles played by parents and other caring adults in the homes of young STEM learners, highlighting existing knowledge and connections as well as desired supports. We report on a series of workshops for parents and other caring adults, held in conjunction with a 20-week computational making program for middle school girls from underrepresented communities. The workshops accomplish three tasks: 1. build a community of participants who engage in collaborative work and share best practices, resources, and knowledge; 2. introduce a framework of roles to ground what participants do to support the girls' STEM learning; and 3. engage participants in technical design processes as they work through projects similar to those completed by the middle school girls in the program. We share insights and challenges that emerged from our analysis of these workshops, and present ideas for refinement and adaptation of our workshop model based upon lessons learned.

David Randall Pye, 1886-1960

1961 ◽  
Vol 7 ◽  
pp. 199-205
Keyword(s):  
Early Life ◽  
Research Organization ◽  
Engineering Science ◽  
High Quality ◽  
Administrative Work ◽  
The Family ◽  
University College London ◽  
High Standards ◽  
Three Sisters ◽  
Personal Research

David Randall Pye, who died on 20 February 1960, was a scientist and an engineer, although he spent most of his life in government and university administration to which he was called at critical times. From the age of thirty-nine to fifty-seven he devoted himself to building up the scientific research organization of the Air Ministry, at a time when aeronautical developments were so vital to our country’s survival; from fifty-seven until his retirement at sixty-five, he undertook the task, as Provost, of re-establishing University College, London, which had suffered severe blows from the enemy’s air attack. Had there been no war he would almost certainly have spent his life in engineering science, probably in a university, and would have made many more original contributions of the same high quality as those of his earlier years. But although he thus sacrificed his personal research for his country’s needs, he undoubtedly did so partly because of his intense interest in human affairs and in people. He was not by any means a born administrator, or an ambitious organizer, but his wide talents, simple integrity and high standards, enabled him to achieve real success in the administrative work he undertook. Pye was born on 29 April 1886 at Hampstead, London. His early life was spent in the atmosphere of a country home not far from London where he lived with his parents, three brothers and three sisters, David being the sixth in the family. He was a descendant of John Pye of the Mynde, County Hereford, and Anne, daughter of Roger Andrews of Hereford, through their son, Walter Pye of Kilpeck Castle. Another branch of the family, the Edmund Pyes, lived at Blyth, Nottinghamshire, one of whom had a grant of arms from Sir Richard St George, Clarenceux King at Arms, 2 March 1633-1634.

Parental and child genetic contributions to obesity traits in early life based on 83 loci validated in adults: the FAMILY study

2016 ◽  
Vol 13 (3) ◽  
pp. 133-140 ◽  
Author(s):  
A. Li ◽  
S. Robiou-du-Pont ◽  
S. S. Anand ◽  
K. M. Morrison ◽  
S. D. McDonald ◽  
...  
Keyword(s):  
Early Life ◽  
Family Study ◽  
The Family ◽  
Genetic Contributions

“A Definite and Peculiar Destiny”

2017 ◽  
Author(s):  
Dana Greene
Keyword(s):  
Early Life ◽  
Extended Family ◽  
Main Street ◽  
Jewish Refugees ◽  
The Family ◽  
Cultural Origins ◽  
Denise Levertov ◽  
At Home

This chapter details the early life of Denise Levertov. Denise was born in Ilford, on October 24, 1923, to Beatrice Spooner-Jones and Paul Levertoff. Her older sister Olga was nine. Eight months after Denise's birth the Levertoffs bought five-bedroom, brick, semidetached house at 5 Mansfield Road in Ilford not far from Lenox Gardens and nearby Cranbrook Road, the main street, and close to the large Valentine and Wanstead parks. The Levertoff household was a hive of activity. Since neither daughter attended school, everyone was generally at home. They had few connections to the surrounding community and no extended family with whom they regularly interacted. Their Welsh, Russian, and Jewish cultural origins set them apart. Nonetheless, wayfarers of every sort—Jewish booksellers, Russian and German scholars, musicians, and Jewish refugees all passed through their home. Everyone in the family read, to themselves and to others. Every room of the house was filled with books, some of which were bought by Paul Levertoff as a secondhand “lot” from Sotheby's.

scholarly journals PEMBENTUKAN KARAKTER MANDIRI BAGI PENYANDANG DISABILITAS KECERDASAN DALAM KAPASITAS KEMANUSIAAN

2016 ◽  
Vol 4 (1) ◽  
pp. 59
Author(s):  
M. Mumpuniati
Keyword(s):  
Young People ◽  
Early Life ◽  
Adaptive Skills ◽  
Learning Context ◽  
Way Of Life ◽  
The Family ◽  
Micro Level ◽  
Disability Categories ◽  
Character Building ◽  
Training Practice

Penyandang disabilitas kecerdasan adalah salah satu kajian terhadap individu yang diasumsikan dalam menuju kemandirian secara spesifik terhambat. Hambatan itu diperlukan suatu intervensi yang sesuai dengan kapasitas kemanusiaan dan konteks dengan lingkungan kehidupan yang sehari-hari dialami oleh mereka sebagai peserta didik. Lingkungan yang dimulai dari level mikro sampai level makro, sehingga proses sosialisasi berlapis-lapis dari yang terdekat dan terkecil dengan kehidupan peserta didik sampai menuju lingkungan kehidupan yang terluas. Lingkungan itu juga sebagai bagian dari kehidupan awal anak sampai ke kehidupan di masa dewasa, yaitu kehidupan di keluarga, sekolah, dan masyarakat. Berbagai level dan area lingkungan kehidupan tersebut terdapat substansi-substansi cara kehidupan mandiri yang harus dipelajari oleh mereka yang kategori disabilitas kecerdasan. Konteks dalam belajar agar memiliki karakter mandiri terbentuk karena kondisi yang harus dihadapi secara langsung dengan praktek berlatih untuk hidup. Praktek berlatih untuk hidup sebagai sarana belajar yang konkrit dan nyata dalam rangka mengatasi kelemahan konseptual, sosial, dan keterampilan adaptif bagi mereka. Dengan demikian, pembentukan karakter mandiri melalui pembiasaan belajar cara hidup yang langsung di tiga area lingkungan.  INDEPENDENT-CHARACTER BUILDING FOR INTELLIGENCE DISABILITIES IN THE HUMANITY CAPACITYAbstractPeople with intelligence disabilities have been the subjects of the study of individuals who are assumed to be specifically inhibited toward independence. Barriers require an intervention appropriate with the capacity of the humanitarian and environmental context of everyday life experienced by them as learners. Environment is from the micro level to the macro level, so that the process of socialization is in the layers from the closest and smallest one with the lives of young people up to the widest life environment. The environment is also as part of a child's early life up to his/her adulthood, which is life in the family, school, and community. Various levels and areas of the life environment are substances of independent way of life that should be studied by those disability categories of intelligence. Learning context in order to have an independent character is formed because of the conditions that must be dealt with directly with training practice for life. Practicing the practice for life is as a learning facility that is concrete and tangible in order to overcome the weakness of conceptual, social, and adaptive skills for them. Thus, building the independence character is through the learning habituation of how to live directly in the three environmental areas.

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