School Notebook Research Articles

Humphry Davy, transatlantic slavery and his constructions of racial difference in an early notebook

Humphry Davy was the most celebrated chemist of his day in Britain, but he has been absent from discussions of Romantic-era constructions of race. It is well known that Davy was an experimental chemist, popular lecturer, and, as has been recently explored by the Davy Notebooks Project, a poet; this essay expands this narrative to include his connection to transatlantic slavery and writing about race, which are neglected aspects of his life and writing. In this essay, I examine Davy’s response to the slave-trade debates and for the first time his close family links to transatlantic slavery, focusing on his wife Jane’s stepfather, the major enslaver, Robert Farquhar. I discuss Davy’s writing on the chemical causes of Black skin colour and a draft essay on the climate in notebook 13F in which he constructed the racial difference of Black Africans. I argue that his essay can be understood by recognizing 13F as a school notebook used during his period of self-education and that it reflects the messy and unstable nature of writing about race in the Romantic period. Davy’s racial thinking was influential and he was recognized as an authority on skin colour by his contemporaries, Thomas Beddoes, Johann Friedrich Blumenbach, and Sir Everard Home.

Make Me a Picture of the Future: Massinissa Selmani's 1000 Socialist Villages (2015)

Abstract Contemporary artist Massinissa Selmani's installation 1000 Socialist Villages (2015) explores how a rural land distribution and urban planning initiative in Algeria known as “1000 Socialist Villages” dissipated into rumor. The analysis relies on Djaffar Lesbet's first-hand accounts of and extensive research on the 1000 Socialist Villages, as his archives and his testimony were crucial to Selmani's artistic research process. Through close reading of Selmani's aesthetic references to the classic school notebook used during the socialist period in Algeria (1965–1979) and by drawing on Karima Lazali and Daho Djerbal's work on literature and history Algeria, the paper argues that Selmani's installation portrays the unstable character of historiography in Algeria in the post-Liberation period, thereby challenging positivist approaches to decolonial reparation.

Unsupervised learning model to determine a classification based on the cost-benefit ratio of school notebooks in Mexico

One of the most demanded items at the beginning of each school year is the notebook besides, there are different ways of classifying them, the result is usually biased towards their characteristics, not their cost-benefit ratio. Taking studies carried out by PROFECO on the most purchased notebooks in Mexico as a source of reference and comparison, this paper shows as well as compares the results of a proposed unsupervised learning model to classify school notebooks in a cost-benefit ratio.

The Relationship Between Colour and Music in the Art of Composer Ede Terényi

"From his early youth, the composer lived his whole life under the spell of colors and color combinations. His talent as an artist was already apparent at the age of six, when, in addition to his piano studies, he enjoyed drawing plants and flowers in school notebooks. He kept his first vase, on one side of which he drew a bouquet of flowers sprouting from a heart on a bright pale green background when he was in high school, and on the other side a deer flying through a bush and a pine tree. She always felt a special fascination for the pine tree, seeing it as a symbol, its scent, and its green color as magical. He was similarly attracted to green grassy lawns and the changing colors of autumn leaves, which he saw as a symphony. These childhood experiences are also reflected in his colorful graphics. This paper presents the relationship between color and music in Ede Terényi’s compositions, and the composer’s conception of tonal aesthetics, the relationship between tonalities and colors. Keywords: Ede Terényi, composer, music compositions, colors, tonalities, graphics"

Amir Teicher. Social Mendelism: Genetics and the Politics of Race in Germany, 1900–1948.

In Social Mendelism: Genetics and the Politics of Race in Germany, 1900-1948, Amir Teicher explores how Gregor Mendel influenced the rise of eugenic thought in Germany in the first half of the twentieth century. Teicher makes the case that Mendel’s theory of heredity had an extensive impact on how Germans—especially in the fields of anthropology, psychiatry, and genealogy—and how Nazis “thought about society, purity, national renewal, and medical dangers” (5). The application of Mendel’s theory to the human domain (what Teicher terms Social Mendelism) deserves to be taken more seriously in the formation and radicalization of eugenic thoughts in Germany—something for which Social Darwinism is often given sole credit. Teicher’s extensive use of school notebooks and exams, letters, scientific publications, governmental correspondence, films and plays, and court records compellingly demonstrate how Mendelian thinking was central to individuals—namely, scientists and bureaucrats—as well as institutions like schools and heredity health courts in the Nazi era.

The Learning of Ivan Drasov in Pisek and Prague

The purpose of this article is to clarify the prerequisites, character and duration of Ivan Drasov`s teaching in the Czech cities of Pisek and Prague. As a main source material were used Ivan Drasov`s school notebooks from the period of his studies in Bohemia, Drasov`s epistolary legacy and some memoirs. Through analysis and comparison of the mentioned sources, the following circumstances were established. The most likely reason for directing Ivan Drasov to Bohemia was his desire to study chemistry and engineering, and the choice of Pisek was predetermined by the presence of his compatriots in this city. Although Drasov had the opportunity to gain good knowledge in various fields during his studies in Pisek, in the end he remained unsatisfied. In 1874, Ivan Drasov made an attempt to study in the Austrian city of Linz. After this attempt failed, Drasov returned to Bohemia and in 1875 completed his education in Prague.

In, Of, and For the City: Acknowledging the 2022 Anthony Leeds Prize in Urban Anthropology

In, Of, and For the City: Acknowledging the 2022 Anthony Leeds Prize in Urban Anthropology

МЕТРИЧЕСКИЕ КНИГИ РИМСКО-КАТОЛИЧЕСКИХ ПРИХОДОВ НА ТЕРРИТОРИИ БССР В 1945–1991 ГГ.

The article analyzes the changes that the metric books of the Roman Catholic parishes of the BSSR underwent in the conditions of the anti-religious campaigns in 1945–1991. With the establishment of the Soviet power on the territory of Belarus, active secularization processes began in all spheres of social life. One of the aspects of the secularization was the ban in 1917 on keeping metric books. They were replaced by the civil status acts registered by the Registry Office. After the accession of Western Belarus to the BSSR in 1939, All Catholic believers in Belarus started getting spiritual guidance from the Apostolic Administration of Vilnius and its branch in Bialystok. As a result, at an unofficial level, due to the demands of the bishops in those Roman Catholic parishes that were not liquidated, the practice of metrication continued. They lasted the whole phase of existence of the Soviet state. The key moment of the functioning of the metric books in the post-war period was the instruction of the Apostolic Administrator in 1948. It emphasized the primacy of the ecclesiastical law over the civil law in relation to the metrication materials. The metric books had lost the rigor of the form. The entries were often made in the school notebooks and on the scraps of paper using the non-literary forms of the language. The right to make an entry in the books on baptisms, marriages, burials was granted to the people who had not been ordained.

The Temporal Making of a Great Literary Corpus by a XX-Century Mystic: Statistics of Daily Words and Writing Time

Maria Valtorta (1897-1961, Italian mystic)—bedridden since 1934 because paralyzed—wrote in Italian 13,193 pages of 122 school notebooks concerning alleged mystical visions on Jesus’ life, during World War II and few following years. The contents—about 2.64 million words—are now scattered in different books. She could write from 2 to 6 hours without pausing, with steady speed, and twice in the same day. She never made corrections and was very proficient in Italian. We have studied her writing activity concerning her alleged mystical experience with the main scope of establishing the time sequence of daily writing. This is possible because she diligently annotated the date of almost every text. We have reconstructed the time series of daily words and have converted them into time series of writing time, by assuming a realistic speed of 20 words per minute, a reliable average value of fast handwriting speed, applicable to Maria Valtorta. She wrote for 1340 days, about 3.67 years of equivalent contiguous writing time, mostly concentrated in the years 1943 to 1948. This study is a first approach in evaluating the effort done, in terms of writing time, by a mystic turned out to be a very effective literary author, whose texts are interesting to read per se, beyond any judgement—not of concern here—on her alleged visions.

Miejsca pamięci, pamięć traumatyczna i nostalgiczna oraz pamięć językowa w życiu rodzinnym powojennych przesiedleńców z północnokresowego Nowogródka i okolicy

This article refers to the studies from so-called Memory Science, an interdisciplinary scientific field, which has received a lot of attention in the last few decades. The purpose of the article is to present the elements of symbolic types of „memory” (indicated in the title of the article) in the collective memory of post-war displaced people from Novogrudok and the surrounding area. The method of writing and recording of statements and excerpts from correspondence was used to collect the memoirs; the linguistic material was collected on the basis of long-term linguistic observations of displaced people, questionnaires and excerpts from written sources (letters, school notebooks, drafts of applications and various notes). Traumatic memory refers to the painful events of World War I, the period of the Polish-Bolshevik war (1919–1921), recalled in the interwar period, as well as memories from the Second World War (memories of the murdered Jews of Novogrudok). This includes the two post-war years, in which the displaced people had to leave Novogrudok. Nostalgic memory is based on the fact that after 1945 they missed their homeland, Novogrudok and its surroundings, something that was valuable in their life but was lost. The manifestation of linguistic memory is primarily the fact that more than 200 well-known lexical kresovisms, mainly of Belarusian, Belarusian-Russian and Russian origin, have been preserved in the language of displaced people from Novogrudok and the surrounding area, and partly in the language of their children (born no later than 10–15 years after the war).

Opieka duchowa w staropolskim szkolnictwie jezuickim

The subject of this study is the issue of spiritual care provided by the professors of Old Polish Jesuit schools to their students, and it is presented in order to show the foundations of this phenomenon, its multifaceted nature, and its benefits for students and the society. The starting point is the problem of spiritual care as a key element of the activities of the Society of Jesus. The following issues are discussed: spiritual exercises, work of the Jesuits in Sodalities and at school (especially with reference to recreation, school theatre and exhortations). Various types of source materials were used to analyse these issues: from “directories” of spiritual exercises and methodological manuals for teachers, to lec-ture scripts and school notebooks. As a result, it can be concluded that the Jesuit professors in the period from the 16th to the 18th century worked with schoolchildren with a view to their spiritual development, fulfilling this goal, especially in individual work with students selected within the Marian Sodality. It should also be noted that the literature on the subject lacks a comprehensive and extensive study of this issue, which, taking into account the specific nature of the Jesuits’ work, should also be extended to work with people from outside the school.

Sainthood as Selfhood: The Dramatic Art of Becoming Holy

Sainthood as Selfhood:The Dramatic Art of Becoming Holy Jennifer Newsome Martin (bio) I am gall, I am heartburn. God's most deep decreeBitter would have me taste: my taste was me;Bones built in me, flesh filled, blood brimmed the curse.Selfyeast of spirit a dull dough sours. I seeThe lost are like this, and their scourge to beAs I am mine, their sweating selves; but worse.1 In the first volume of his The Mystic Fable, Michel de Certeau, SJ, suggests that saints and mystics have complicated the longstanding Delphic injunction of the Western tradition—"know thyself"—by posing to it two further questions: "Who else lives inside of you?" and "To whom do you speak?"2 Thus, for the self so conceived by de Certeau, A problematic of being and consciousness is rerouted from the onset toward illocution, that is, toward a dialogal structure of alteration—"you are the other of yourself." The soul becomes the place in which that separation of the self from itself prompts a hospitality . . . that makes room for the other. And because that "other" is infinite, the soul is an infinite space in which to enter and receive visitors.3 Similarly, Swiss theologian Hans Urs von Balthasar, known for a strong emphasis on what he dubs a "metaphysics of the saints,"4 wrote that "the saints are lost in [End Page 5] the depths of God, they are hidden in him. Their perfection grows not around the center of their ego, but solely around the center of God, whose inconceivable and incalculable grace it is to make his creature freer in himself and for himself to the extent that he becomes freer for God alone."5 For Balthasar, then, as with de Certeau, the saint is the figure who gets gradually refigured into a holy, dialogal subject who, as with the central metaphor of Teresa of Avila's Interior Castle, contains nearly infinite multitudes, for whom the inner life becomes a rich warren of unexplored terrain and who indeed houses the infinite God in "a reciprocal indwelling that lies beyond all imagination."6 Even casual readers of St. John Henry Newman will think of that classic formula, which emerged from his 1816 inward conversion, wherein he comes to experience himself henceforth as "two and two only absolute and luminously self-evident beings, myself and my creator."7 This realization was so tremendously radical that Newman identifies, though likely hyperbolically, a dramatic break between "the identity of the boy before and after August 1816."8 As Louis Bouyer [End Page 6] describes Newman's growing consciousness of himself in and after this inner spiritual conversion at age fifteen, "this 'self,' so adamant in its nature, was suddenly projected into the 'self' of that Other and became wholly obedient to Him."9 Newman's sense of self-reliance was thus exchanged with a sense of the interior presence of the divine Other, a sense of presence that on Newman's telling never waned. This sense of duality also comes to bear on Newman's various ruminations on the dictates of personal conscience, especially in Callista wherein the eponymous character speaks of conscience decisively as "the echo of a person speaking to me."10 What is curious is that even as Newman identifies from an early age this plurality and porosity and ever-saintly displacement of the self, at the same time and from the same early age it could be said that he also evinces a peculiar preoccupation with the self. This preoccupation is particularly noticeable, perhaps, in his scrupulous care to archive, narrate, edit, and preserve testaments to the self in such media as school notebooks, scraps of papers salvaged from his boyhood, or the production and subsequent preservation of his letters. He was "a confirmed hoarder" of "every kind of article that had a personal bearing . . . he treasured these possessions, just because they formed, as it were, an extension of his personality."11 Moreover, his autobiographical writings witness to a profound sensitivity to what he perceived as his own hyperbolic self-consciousness; his Anglican sermons sound the tone again and again to look not to the self but...

PENGARUH COVID 19 BAGI PENDIDIKAN ANAK USIA DINI DI KAITKAN DENGAN HADIST MENUNTUT ILMU DI TK ISLAM NAJMAH RUGAYAH DARUS MEDAN HELVETIA

This research discusses the obstruction of activites in the world of early childhood education due to the covid 19 pandemic. The study aims to determine the extent of the Islamic kindergarten education institution Najmah Rugayah Darus, and it is associated with the tradition of the prophet Muhammad about the obligation to study. Data collection was carried out by means of research observation, interviewing school principals, teachers and seeing data on the number of students in school notebooks (documents) of the Islamic kindergarten education institution Najmah Rugayah Darus, the results of the research and interviews are described,and analyzed. The Islamic kindergarten education institution Najmah Rugayah Darus changes the teaching and learning proces, learning model even although due to covid 19the number of students has decreased. Hopefully the policies taken by the Islamic kindergarten education institution Najmah Rugayah Darus can be emulated by other early childhood education institutions.

Synthesis of Glues with Citric Acid and Sulfuric Acid Protonic Acid-H<sup>+</sup> as Catalysts Using Banana Peel and Kaki as Valorised Raw Materials

Seeing that banana peel or banana skin composed 35% to 40% of banana fruit and also seeing that kaki were widely cultivated at Madagascar since the XIX^th century with non-negligible quantities of valorisable waste during their collection; a study of their valorization as raw materials to synthesize glues was undertaken in this manuscript. Synthesized glues were classified into two categories: the ecological glues with citric acid protonic acid H⁺ catalyst and the sulfuric acid glues-Sglues with sulfuric acid protonic acid H⁺ catalyst. All glues were composed with two main compounds firstly the pH-raiser-support and secondly the crushed banana peel citric acid esters EAcBa. These pH-raiser-supports was composed not only with citric acid protonic acid H⁺ catalyst (E-pH-Natural for the ecological glues) and/or sulfuric acid protonic acid H⁺ catalyst (E-pHS-sulfuric acid for the Sglues) but also pure ethanol and kaki composed with alkenes organic functional group from its betacarotenes molecules; they increased the pH of the glues and catalysts were dispersed and moved on. All synthesized glues were tested such as: the ecological glues were tested to glue the school notebook paper and the Sglues were tested to glue the packing carton paper. So, to study the effects of these gluing components, the effects of the test papers dry matter, the effects of tested papers nature-components, and the effects of the test papers porosities; the total weight diminution of the glue-reagents which indicated the formation of covalent links between glues and paper responsible of its best gluing results were followed with time. In terms, the activities of each glues’ initial protonic acid H⁺ were calculated and confirmed their roles as very active catalysts for dehydration reactions particularly the sulfuric acid protonic acid H⁺ catalysts, for addition reactions principally esterification, additions with alkenes-C⁼ and etherification for all synthesized glues especially with the stronger-smallest sulfuric acid protonic acid H⁺ which were responsible of their capacities to stick with very good quality.

The Clarion: A Social Enterprise Disrupting School Stationary Industry for Sustainability

Clarion Education and Skills Private Limited Patna, is a start-up promoted to address the school stationery demand–supply gap in the rural elementary education delivery system and cater to the needs of the rural school children in the states of Bihar, Jharkhand and West Bengal. This case documents the way Clarion pursued disrupting the school notebooks market, with a goal of making a notebook affordable at one-sixth the existing cost of a notebook in the marketplace in 2016. Clarion was promoted by The Better World Foundation (BWF), Patna, a social enterprise working in the area of rural elementary education in Bihar. BWF was of the view that the challenges of school stationery supply chain need to be addressed through a commercial enterprise only, so as to drive changes in the sector, so that BWF could focus on its core objective of creating and developing meaningful elementary educational institutions in the remote rural villages in Bihar, India. This case study details the strategy of Clarion in developing a business model to break the shackles of high-priced branded notebooks by linking the advertising of social marketing campaigns with insertions in the notebook covers, and thus converting the notebook into an advertising medium, and meticulously campaigning for supply of affordable notebooks through various governmental and non-governmental institutions. Clarion challenged the competitive forces on one side and pursued building a cost leadership position for itself through cost-value trade-off initiatives on the other.

La colección digital de cuadernos de historia en la educación básica: una fuente documental para la investigación de las prácticas escolares en México

Este trabajo de investigación educativa sistematiza el proceso de conformación de la Colección Digital de Cuadernos Escolares de Historia (CESHIS), especializada en Historia de México e Historia Universal, coordinada por un equipo de docentes e investigadores de la Universidad Pedagógica Nacional. En este artículo se describen las fases de búsqueda, digitalización y análisis de una cohorte de cuadernos de Historia de México e Historia Universal producto de la reforma integral de educación básica (2011-2016). Se presenta el diseño metodológico de la colección de la colección Cuadernos CESHIS y del contenido de la base de datos especializada. Los resultados de esta investigación sobre producciones escolares, invita a los estudiosos de la cultura escrita a generar una nueva mirada a la escuela, sus producciones infantiles y las prácticas de escritura en la enseñanza de la historia

Theoretical-methodological Approach of Research on the Production of New Mathematical Knowledge by Education Experts

This paper aims at making theoretical-methodological contributions to investigations that analyze the production and systematization of knowledge about teacher training and teaching by experts in education. To do so, we consider studies in the fields of History of Education and History of Mathematics Education. Our research work is justified, in the historiographical field, through the nature of the knowledge we intend to analyze, that is, the knowledge systematized by experts in regulations, decrees, teaching manuals, textbooks, school notebooks, etc. The study of such knowledge is interested in 1) enabling the understanding of the processes and dynamics of the constitution of knowledge in training and in teaching from a historical perspective; and in 2) highlight on the education expert`s role in the production process of such knowledge, which are considered here as “mathematics to teach” and “mathematics for teaching”, which are, respectively, a teacher’s object of work and working tools. Our investigation supports the hypothesis that “the different types of mathematics” change over time, and that education experts are the bringers of such change.

Study of Heavy Metal Migration from School Notebooks Paper

Study of Heavy Metal Migration from School Notebooks Paper

La cultura escolar de la Segunda República española. Legislación, teoría y praxis escolar

El artículo indaga la presencia de la norma y teoría pedagógicas en la praxis escolar de la escuela primaria durante la Segunda República Española (1931-1936) a través del análisis, mediante el método histórico-pedagógico, de distintas fuentes documentales: memorias de prácticas de los alumnos de magisterio, libros de actas de escuelas primaria, circulares legislativas y cuadernos escolares. El resultado contempla la aplicación directa de la norma y la teoría educativa en la praxis, evidenciando la acción conjunta de estos ámbitos en la escuela.Muestra el grado de implicación de gran parte del magisterio en los fines e ideales del gobierno republicano, junto a la utilización de la escuela por éste como plataforma para conseguir dichos fines e ideales. This study examines the presence of pedagogical norms and pedagogical theory in primary school practice during the time of the Second Republic through the analysis, according to the historical-pedagogical method, of manifold documentary sources: Teaching practice journals of teacher trainees, primary school minute books, legislative notices and school notebooks. Our results show the systematic and direct implementation of the norms and the pedagogical theory in schools, highlighting the joint action of both spheres in dailyschool practice. This evidences the degree of involvement of a significant number of teachers with the aims and principles of the Republican government, together with the fact that the government itself used schools as a platform to achieve their aims and ideals.

Gamaliel Rodriguez: Uncertainty Gates

Gamaliel Rodriguez:Uncertainty Gates Karen Wilkin (bio) Unremarkable modernist buildings and thickset observation towers surrounded by thick vegetation conjured up with delicate, urgent strokes and smudges. Uncertainty Gates, a recent series of drawings by the Puerto Rican artist Gamaliel Rodriguez (born 1977), can be described this way, a straightforward characterization that is at once accurate and wholly inadequate. It's true that Rodriguez's subjects, both in this group of works and in others, are the anonymous, expedient constructions associated with the military, with industry, with airports, and with shopping malls, but stating this obvious fact fails to suggest the mysterious, unsettling potency of his images. Spend some time with these deceptively casual drawings and you soon realize that nothing is quite what it seems to be at first acquaintance. Rather than yielding more revelatory detail with close attention, Rodriguez's elegantly rendered geometric forms—which we read, correctly, as buildings—become more uncanny, even slightly sinister, the longer we study them. The relationship of the pared down forms to the ground becomes increasingly perplexing. In many views of economically rendered buildings, we are not only denied entrance, but also denied even a glimpse of the interior. Rodriguez's elongated, pared-down terminals and warehouses transubstantiate into pure geometric forms, divorced from function, but at the same time, faintly menacing—like the monolith in the film 2001—and then start to announce themselves as reclining figures. We begin to identify the towers, with their windowed upper regions, as airport fixtures, but they, too, morph into anthropomorphic presences. Everything seems to be about to be [End Page 266] overtaken by tropical vegetation. The constant in all this shape-shifting is Rodriguez's touch: insistent, but refined clusters of ballpoint pen lines; suave, repetitive graphite marks; transparent pools of ink and thinned out paint, all resulting in ravishing orchestrations of richly varied tonalities, from velvety darks to insubstantial hazes. Exquisite control and mastery coexist with echoes of the kind of obsessive drawings that bored teenage boys insert in the margins of their school notebooks. Like all of Rodriguez's work, however initially seductive, his recent drawings are politically charged. Begun in 2017, some of the works in the series predate the hurricane that devastated Puerto Rico in September of that year. The palpable sense of neglect, of encroaching vegetation, of absence, that these drawings emanate reflects Rodriguez's description of the series as being "about our current bankrupt situation in the island" but also, more generally, about "failures in the economy and corruption." The character of the drawings that predate the destruction wreaked by hurricane Maria, he says, shows us the reality of a U.S. territory that has been abandoned. The images of towers, based on real airport towers, in various locations on the island, record damage from the hurricane but, Rodriguez says, "they were also damaged before, when we hit the bottom in our economic hurricane." The drawings are at once completely convincing and far from literal. Our attention shifts from the assertiveness of the suggested images to Rodriguez's virtuoso mark-making, then back to his elusive imagery. But as we enjoy the fragility and sensitivity of his drawings, we are also conscious of a pervasive sense of melancholy. Rodriguez is well aware of this. "I try to re-interpret the beauty and chaos of our current state," he says. "Like an old illustration of a distant future." [End Page 267] Click for larger view View full resolution Figure 1808. (2017), ballpoint pen, colored pencil, and acrylic on paper, 22 x 30 inches. Courtesy Nathalie Karg Gallery, New York. © Gamaliel Rodriguez. [End Page 268] Click for larger view View full resolution Figure 1809. (2017), ballpoint pen, colored pencil, and acrylic on paper, 22 x 30 inches. Courtesy Nathalie Karg Gallery, New York. © Gamaliel Rodriguez. [End Page 269] Click for larger view View full resolution Figure 1813. (2017), graphite on paper, 74 1/2 x 48 inches. Courtesy Nathalie Karg Gallery, New York. © Gamaliel Rodriguez. [End Page 270] Click for larger view View full resolution Figure 1814. (2017), ballpoint pen, acrylic, and colored pencil on paper, 76 x 150 inches. Courtesy Nathalie Karg Gallery, New York. © Gamaliel Rodriguez. [End Page...