Shelley’s Adonais and John Keats

Shelley’s elegy for Keats, Adonais, is set in the context of the acquaintance of the two poets, and in Shelley’s intellectual and poetic development up to 1821. His artistic decisions in determining the ornate ‘classical’ style of the poem, including the paratexts of its first published form, are understood as deliberately chosen to honour Keats, who had in Shelley’s understanding been killed by the effects of savage, politically motivated, attacks in the Tory Reviews. The essay then reveals the true extent and complexity of Shelley’s allusions to Keats’s poetry throughout Adonais, starting with its title as a Greek pun on ‘nightingale’, and covering references of many kinds to the whole range of Keats’s published output, including some of the most famous passages in Adonais.

The Open Future, Classical Style

In this chapter, the author defends his view against the core complaint that it invalidates what has been called “Will Excluded Middle” (either it will be that p or it will be that ~p), and an associated principle that has recently been called “Scopelessness”. According to scopelessness, will is “scopeless” with respect to negation; there is no semantic distinction between ~Willp and Will~p. In this chapter, it is argued that the data that seems to support scopelessness is adequately explained by the thesis that will is “neg-raising predicate”. In normal contexts, “No one should do that” certainly pragmatically implies “Everyone shouldn’t do that”—but the former sentence does not semantically entail the latter; this is, in part, to say that should is a neg-raiser. In general, the author defends the crucial scope distinction between ~Willp and Will~p, and responds to several objections to this view.

Effect of sub-technique transitions on energy expenditure and physiological load in the classical-style technique among elite male cross-country skiers

Purpose To investigate whether sub-technique transitions in the classical-style technique are associated with increased energy expenditure and/or metabolic stress among elite male cross-country skiers. Methods Fifteen elite male skiers completed three 10-min treadmill roller-skiing tests, each of which consisted of 5 min using the diagonal-stride technique (DS) and 5 min using the double-poling technique (DP), combined in three various modes all ensuring comparable mechanical workload, at an inclination of 2.5° and a speed of 13 km/h. In the first and third tests, the participants used 5 min continuous DS followed by 5 min continuous DP, or vice versa (no transition (NT) test), whereas in the second test, they made transitions between DS and DP every 6 s (repeated transition (RT) test). The last 3 min of each 5-min stage was used to calculate the mean values of oxygen uptake ($${\dot{\text{V}}\text{O}}_{{2}}$$ V ˙ O 2 ), respiratory exchange ratio (RER), metabolic rate (MR), mechanical work rate (MWR), and gross efficiency (GE). In addition, the pre–post-difference in blood lactate concentration (Ladiff) was determined for each test. Paired-samples t tests were used to investigate differences between tests. Results There were no significant differences between NT and RT tests regarding V̇O2, MR, MWR, or GE. Conversely, significant differences were found in RER and Ladiff, where the NT test was associated with higher RER and Ladiff values. Conclusions Roller skiing with repeated sub-technique transitions is not associated with an additional aerobic energy contribution; instead, the anaerobic energy contribution was lower compared to that under continuous use of DS and DP.

Features of training students of higher educational institutions in the specialization of sports games and single combats ski training

Purpose: to reveal the peculiarities of teaching students of higher educational institutions of specializations of sports games and martial arts ski training. Material and methods. To solve the set tasks, we conducted a study in the 2020/2021 academic year with students of the Kharkiv State Academy of Physical Culture in the amount of 45 people, aged 18-20 years, for three weeks. Students were taught skiing techniques both according to the traditional system (control group) and according to the methodology developed by us (experimental groups). The time for learning the technique of skiing in both groups was the same 15 classes of classical style and 15 classes of skating style for 90 minutes each (according to the work program of the discipline), but the teaching methods in the experimental groups differed. The following methods were used during the research: theoretical analysis and generalization of scientific and methodological literature sources, working curricula and practical experience of teachers; analysis of information on the Internet; pedagogical observations; method of expert assessments; pedagogical experiment; methods of mathematical statistics. Results: as a result of the study, it was found that students of the experimental group (E1) received significantly better scores than the control group for performing the technique of movement in the classical style, the average score - 6.30, and the control group - 5.68 points (t=3,6; p<0,01), for performing the technique of skating style score (E1) was 6.18 points, and the control group – 5,25 points (t=5,2; p<0,01). Students of the experimental group (E2) for performing the technique of classical movement style received an average score of 5.93, compared with the control group - 5.68 points, no significant difference was found (p>0,05), the average score of the group (E2) for performing skating style was 5.90 points, and the control group – 5,25 points, which is significantly better (t=3,8; p<0,01). Conclusions. The use of different teaching methods, taking into account sports specializations, as well as the development of leading motor skills, has improved the learning outcomes of students of higher education specializations in sports games and martial arts ski training. As a result of the use of simulation and special training exercises without skis and on skis at the beginning of classes on the technique of classical and skating skiing, students of the group significantly improved the mastery of ski training on all indicators (p<0,01–0,05). Keywords: ski training, educational process, students, sports games, martial arts, motor abilities.

Efforts to Improve Mathematics Learning Outcomes Using Cooperative Learning Model Type Numbered Heads Together (NHT) In Class VII MTs N 2 Rantauprapat Years Learning 2019/2020

This research is a Classroom Action Research. The subject of this research is class VII MTs N 2 Rantauprapat as many as 29 students. And the object of research is Through cooperative learning model type numbered heads together (NHT) in improving the Mathematics Learning Outcomes of Students of MTs N 2 Rantauprapat. Based on the results of the initial test of the Value of student learning outcomes in classical before the application of cooperative learning model type numbered heads together (NHT) is by 17.2% with the criteria is very low. The value of the Mathematics learning outcomes of students in the classical style after the application of cooperative learning model type numbered heads together (NHT) in the first cycle of 65,52%, mean value obtained by the students have not yet reached the classical completeness that is equal to > 85%. The value of the Mathematics learning outcomes of students in the classical style after the application of cooperative learning model type numbered heads together (NHT) in the second cycle of 86,21%, mean value obtained by the students have reached mastery in the classical that of 86,21%> 85%, This means that there is improvement of students ' Mathematics learning outcomes of prior actions to the cycle of 48,28 %, and from cycle I to cycle II amounted of 20.69%. Based on the results of the overall teacher had enough of the maximum in teach with the calculation of the average to each of the aspect in cycle I is 2,92 with good category and the average in cycle II is 4.00 is in very good category, this means there has been an increase in the activity of the teacher. From this study resulted in the conclusion that by using cooperative learning model type numbered heads together (NHT) can improve learning outcomes of students of class VII MTs N 2 Rantauprapat the school Year 2019/2020 on a Math lesson.

From classic to rap: Airborne transmission of different singing styles, with respect to risk assessment of a SARS-CoV-2 infection

Since the Covid-19 virus spreads through airborne transmission, questions concerning the risk of spreading infectious droplets during singing and music making arose. To contribute to this question and to help clarify the possible risks, we analyzed 15 singing scenarios (1) qualitative, by making airflows visible, while singing, and (2) quantitative, by measuring air velocities in three distances (1m, 1.5m and 2m). Air movements were considered positive, when lying above 0.1 m/s, which is the usual room air velocity in venue, such as the concert hall of the Bamberg Symphony, where our measurements with three professional singers (female classical style, male classic style, female popular music styles) took place. Our findings highlight, that high measurements for respiratory air velocity while singing, are comparable to measurements of speaking and, by far, less than coughing. All measurements for singing stayed within a reach of 1.5m, only direct voiceless blowing achieved measurements at the 2m sensor. Singing styles, which use plosive sounds i.e. consonants more often, such as rap, produced the highest air velocities of 0.17 m/s at the 1m sensor. Also, singing, while wearing a facemask, produces no air movements over 0.1 m/s. On the basis of, our recent studies on measurements of airflows and air velocities of professional singers and wind instrument players, as well as further studies on CO2; measurements in room settings of music activities, we publish our results, in consideration of further up-to-date research, in our frequently updated risk assessment (first published in April 2020). On this behalf, we suggest 2m radial distances for singers, especially in choirs.

Johann Christian Bach

Johann Christian Bach, the youngest son of Johann Sebastian Bach (b. 1685–d. 1750), was one of the originators of the Classical style, an important composer and concert organizer in London. Born in Leipzig on 5 September 1735, J. C. Bach began his musical training under his father and mother, Anna Magdalena (b. 1701– d. 1760), and continued his studies in Berlin with his half-brother, Carl Philipp Emanuel Bach (b. 1714–d. 1788), after his father died in July 1750. In 1755, J. C. Bach went to Italy, studied with Padre Martini in Bologna, converted to the Roman Catholic faith, and eventually was appointed organist at the Milan Cathedral, where he composed much Latin church music. After receiving commissions for an opera in Turin (Artaserse in 1760) and two operas for the Teatro San Carlo in Naples (Catone in Utica and Alessandro nell’Indie in 1761–1762), J. C. Bach was called to London, where he served as music director at the King’s Theater in 1762–1763 (writing two operas that season, Orione and Zanaida), and he became Music Master to Queen Charlotte. With Carl Friedrich Abel, Bach organized a series of concerts at various locations in London. He continued to write operas and one oratorio for London, plus two operas for Mannheim (Temistocle in 1772 and Lucio Silla in 1775) and one for Paris (Amadis de Gaule in 1779). His keyboard and instrumental music was widely published, and he was admired by the young Mozart, who met him during his visit to London in 1764. J. C. Bach was the most cosmopolitan composer of his family; he maintained a long correspondence with Martini, and his portrait was painted by Thomas Gainsborough for Martini’s extensive collection.