Nurturing Young Student Mathematicians24

2021 ◽  
pp. 355-369
Author(s):  
M. Katherine Gavin ◽  
Tutita M. Casa
Keyword(s):  
Young Student

The Girl with the Golden Eyes and Other Stories

2012 ◽  
Author(s):  
Honoré de Balzac ◽  
Patrick Coleman
Keyword(s):  
Sexual Attraction ◽  
Young Student ◽  
Dominant Theme ◽  
Ideal Woman

‘What holds sway over this country without morals, beliefs, or feelings? Gold and pleasure.’ Sexual attraction, artistic insight, and the often ironic relationship between them is the dominant theme in the three short works collected in this volume. In Sarrasine an impetuous young sculptor falls in love with a diva of the Roman stage, but rapture turns to rage when he discovers the reality behind the seductiveness of the singer's voice. The ageing artist in The Unknown Masterpiece, obsessed with his creation of the perfect image of an ideal woman, tries to hide it from the jealous young student who is desperate for a glimpse of it. And in The Girl with the Golden Eyes, the hero is a dandy whose attractiveness for the mysterious Paquita has an unexpected origin. These enigmatic and disturbing forays into the margins of madness, sexuality, and creativity show Balzac spinning fantastic tales as profound as any of his longer fictions. His mastery of the seductions of storytelling places these novellas among the nineteenth-century's richest explorations of art and desire. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

Benzion Netanyahu’s Formative Years

2021 ◽  
Vol 36 (1) ◽  
pp. 92-109
Author(s):  
Adi Armon
Keyword(s):  
Prime Minister ◽  
Young Student ◽  
Right Wing ◽  
University Professors ◽  
Hebrew University ◽  
Formative Years

Decades before he was known as a historian or as an early neoconservative thinker, let alone as the father of Israeli Prime Minister Benjamin Netanyahu, Benzion Netanyahu was a young student and journalist in British Mandatory Palestine. In this tumultuous period, reaching its peak with the 1933 murder of Haim Arlosoroff, Netanyahu dwelt at the margins of Zionist politics, belonging to a group of well-educated, right-wing, young outsiders—students, poets, journalists, intellectuals, and pseudo-intellectuals—all of whom rebelled against their current and former Hebrew University professors. This study examines the crystallization of Netanyahu’s worldview and his Zionist ideology by focusing on three events between 1932 and 1935 that shaped his hostility toward the left and, much later, which became integral components of politics in Israel.

scholarly journals Introducing Basic Concepts: In Search of the Missing Scaffolds

2017 ◽  
Vol 13 (4) ◽  
pp. 4-14 ◽  
Author(s):  
G.A. Zuckerman ◽  
O.L. Obukhova ◽  
L.A. Ryabinina ◽  
N.A. Shibanova
Keyword(s):  
Fairy Tale ◽  
First Graders ◽  
Educational Games ◽  
Young Student ◽  
Educational Models ◽  
Motivational Support ◽  
Essential Properties ◽  
The Subject ◽  
The One ◽  
Grade One

What are the conditions for the intersection and mutual enrichment of two separate lines of development of conceptual thinking – those of everyday and scientific notions? We assume that such intersection would require at least two conditions. The first one is well known: it is modeling of essential properties of the subject under study. Educational models are providing hand-on actions of the young student with a theoretical content of the notion. The second condition is the motivational support for constructing educational models. This condition is not fulfilled as evidenced by the lack of students’ initiative in creating and using the educational models at the early stages of the introduction of scientific concepts. We expected the conceptual characters of educational games to complement scaffolding for bringing the initial concepts into the systematic school curricula?. On the one hand, these conceptual characters act according to the logic of the concept, on the other hand, they exist as the fairy-tale heroes. Our hypothesis is supported by the evidence from the formative experiments in grade one. When the conceptual characters became part of the lessons, learning became impregnated with feelings, imagination and initiative; in particular, the first-graders were building the learning models without any suggestions from their teacher. The assessment of these students showed that the introduction of the initial concepts with the help of conceptual characters significantly affected the very concepts thus developed; in particular, it promoted their attribution to the essential properties of the subject under study.

scholarly journals Victim of Circumstance: Rastophchin's Execution of Vereshchagin in Tolstoi's Voina i mir

1999 ◽  
pp. 37
Author(s):  
David J. Galloway
Keyword(s):  
Young Student ◽  
The Novel ◽  
War And Peace ◽  
Philosophical Inquiry ◽  
Critical Attention

The Vereshchagin episode, describing the execution of a young student during the fall of Moscow in 1812, occupies Chapters 24 and 25 of Part 3, Book 3 of Lev Tolstoi's Voina i mir (War and Peace). This dramatic scene, in which Mikhail Vereshchagin is cut down by a dragoon on the order of Count Fedor Rastopchin, has received little critical attention given the breadth of work on the novel as a whole. This is understandable on the grounds that the text does not constitute a large portion of Voina i mir and its characters are far from principal players. Yet investigating the episode reveals how Tolstoi deliberately added psychological, ideological, and theological subtexts to the early drafts, marking such subtexts by changes in narration, language, and direct allusions. Episodes such as this one are intricately structured to produce emotions, raise questions, and initiate a philosophical inquiry into the actions and thoughts of the characters concerned.

scholarly journals Эрик Краг: студенческие годы в советской России

2019 ◽  
Vol 22 ◽  
Author(s):  
Tamara Lönngren
Keyword(s):  
Young Student ◽  
Soviet Russia ◽  
Archive Material

Erik Krag: his student years in Soviet Russia Erik Krag was the first Norwegian professor of Slavic literatures. The artic­­le Erik Krag: his student years in Soviet Russiapresents earlier un­known and un­pub­lished facts about his stays, including the chronological frames, in Moscow and Leningrad as a young student. These facts are evident from archive material, deposited in Oslo, Moscow and St Peters­burg. The article also demonstrates that the founder of the yaphetic theory N. Ya. Marr showed interest in the young Nor­wegian scholar.

Effects of Recurrent Mild Traumatic Brain Injuries on Incidence, Severity, and Recovery of Concussion in Young Student-Athletes

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Theodore C. Hannah ◽  
Zachary Spiera ◽  
Adam Y. Li ◽  
John Durbin ◽  
Nickolas Dreher ◽  
...  
Keyword(s):  
Student Athletes ◽  
Brain Injuries ◽  
Traumatic Brain Injuries ◽  
Young Student ◽  
Mild Traumatic Brain Injuries

Training for Sustained Performance: Moving Toward Long-Term Musician Development

2013 ◽  
Vol 28 (3) ◽  
pp. 159-168 ◽  
Author(s):  
Terry Clark ◽  
Tânia Lisboa
Keyword(s):  
Performing Arts ◽  
Well Being ◽  
The Body ◽  
Young Student ◽  
Diverse Range ◽  
Sustained Performance ◽  
Mental Demands ◽  
And Performance ◽  
Effective Use

Success in the performing arts, like sports, is dependent upon the acquisition and consistent use of a diverse range of skills. In sports, an understanding of safe and effective use of the body is required to facilitate long-term involvement in that activity. In order to assist athletes to attain their performance goals, and ensure healthy and sustained involvement, long-term athlete development (LTAD) models have been devised and adapted by professional sporting bodies throughout the world. LTAD models emphasize the intellectual, emotional, and social development of the athlete, encourage long-term participation in physical activities, and enable participants to improve their overall health and well-being and increase their life-long participation in physical activity. At present there is no such long-term development model for musicians. Yet musicians must cope with a multitude of career-related physical and mental demands, and performance-related injuries and career burnout are rife within the profession. Despite this, musicians’ training rarely addresses such issues and musicians are left largely to learn about them through either chance or accrued experience. This paper discusses key concepts and recommendations in LTAD models, together with music-specific research highlighting the need for the development of a comprehensive long-term approach to musicians’ training. The results of a survey of existing music training programs are compared to recommendations and the different development stages in LTAD models. Finally, implementation science is introduced as a methodological option for identifying how best to communicate the body of evidence-based knowledge concerning healthy and effective music-making to young student musicians.

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