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Polymath

Polymath
Leonardo da Vinci is regarded as a "Renaissance man" and is one of the most recognizable polymaths. A polymath (Greek: πολυμαθής, polymathēs, "having learned much")[1] is a person whose expertise spans a significant number of different subject areas; such a person is known to draw on complex bodies of knowledge to solve specific problems. The term was first used in the seventeenth century but the related term, polyhistor, is an ancient term with similar meaning. The term applies to the gifted people of the Renaissance who sought to develop their abilities in all areas of knowledge as well as in physical development, social accomplishments, and the arts, in contrast to the vast majority of people of that age who were not well educated. This term entered the lexicon during the twentieth century and has now been applied to great thinkers living before and after the Renaissance. Renaissance ideal[edit] Robert A. Related terms[edit] Polymath and polyhistor compared[edit] See also[edit]

Transubstantiation The Eastern Orthodox Church, Oriental Orthodox Church, and Church of the East have sometimes used the term "transubstantiation" (metousiosis); however, terms such as "divine mystery", "trans-elementation" (μεταστοιχείωσις metastoicheiosis), "re-ordination" (μεταρρύθμισις metarrhythmisis), or simply "change" (μεταβολή) are more common among them and they consider the change from bread and wine to flesh and blood a "Mystery". History[edit] During the Protestant Reformation, the doctrine of transubstantiation was heavily criticised as an Aristotelian "pseudophilosophy"[17] imported into Christian teaching and jettisoned in favor of Martin Luther's doctrine of sacramental union, or in favor, per Huldrych Zwingli, of the Eucharist as memorial.[18] Patristic period[edit] A letter by Saint Ignatius of Antioch to the Romans, written in AD 106 says: "I desire the bread of GOD, which is the flesh of Jesus Christ Saint Ambrose of Milan (d. 397) wrote: Middle Ages[edit] Protestant criticisms[edit]

Multipotentiality Multipotentiality is an educational and psychological term referring to the ability of a person, particularly one of intellectual or artistic curiosity, to excel in two or more different fields.[1] It can also refer to an individual whose interests span multiple fields or areas, rather than being strong in just one. Such individuals are called "multipotentialites." On the contrary, those whose interests lie mostly within a single field are called "specialists." While the term multipotentialite can be used interchangeably with polymath or Renaissance Person, the terms are not identical. Leonardo da Vinci may be the best historical example of an acknowledged genius who struggled with the difficulties associated with multipotentiality. Other notable multipotentialites throughout history are Averroes, Thomas Jefferson, Benjamin Franklin, René Descartes, Sir Isaac Newton, and Aristotle. External links[edit] Notes[edit]

Tyche Tyche (English /ˈtaɪki/; from Greek: Τύχη,[1] meaning "luck"; Roman equivalent: Fortuna) was the presiding tutelary deity that governed the fortune and prosperity of a city, its destiny. She is the daughter of Aphrodite and Zeus or Hermes. Increasingly during the Hellenistic period, cities venerated their own specific iconic version of Tyche, wearing a mural crown (a crown like the walls of the city). The Greek historian Polybius believed that when no cause can be discovered to events such as floods, droughts, frosts or even in politics, then the cause of these events may be fairly attributed to Tyche.[2] Stylianos Spyridakis [3] concisely expressed Tyche's appeal in a Hellenistic world of arbitrary violence and unmeaning reverses: "In the turbulent years of the Epigoni of Alexander, an awareness of the instability of human affairs led people to believe that Tyche, the blind mistress of Fortune, governed mankind with an inconstancy which explained the vicissitudes of the time.

Theory of multiple intelligences The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered an intelligence.[1] These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings. Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities. The different abilities[edit] Musical–rhythmic and harmonic[edit] Interpersonal[edit]

Millennium Prize Problems The Millennium Prize Problems are seven problems in mathematics that were stated by the Clay Mathematics Institute in 2000. As of July 2013, six of the problems remain unsolved. A correct solution to any of the problems results in a US $1,000,000 prize (sometimes called a Millennium Prize) being awarded by the institute. The Poincaré conjecture was solved by Grigori Perelman, but he declined the award in 2010. Problems[edit] P versus NP[edit] The question is whether, for all problems for which an algorithm can verify a given solution quickly (that is, in polynomial time), an algorithm can also find that solution quickly. "If P = NP, then the world would be a profoundly different place than we usually assume it to be. — Scott Aaronson, MIT Most mathematicians and computer scientists expect that P≠NP. The official statement of the problem was given by Stephen Cook. The Hodge conjecture[edit] The official statement of the problem was given by Pierre Deligne. The Poincaré conjecture (proven)[edit]

Gifted education Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), or G/T) is a broad term for special practices, procedures, and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is. In 2011, the National Association for Gifted Children published a position paper that defined what a gifted student is. The term "gifted," in that position paper, describes individuals who demonstrate outstanding aptitude or competence in one or more domains. An "aptitude" is there defined as an exceptional ability to learn or reason. History[edit] Classical era to Renaissance[edit] Gifted and talented education dates back thousands of years. Sir Francis Galton[edit] Lewis Terman[edit] At Stanford University in 1918, Lewis Terman adapted Alfred Binet's Binet-Simon intelligence test into the Stanford-Binet test, and introduced intelligence quotient (IQ) scoring for the test.

Mickey Finn (drugs) In slang, a Mickey Finn (or simply Mickey) is a drink laced with a drug (especially chloral hydrate) given to someone without their knowledge in order to incapacitate them. Serving someone a Mickey is most commonly referred to as slipping one a mickey, sometimes spelled "slipping one a mickie".[1] The first popular account of Mickey Finn was given by Herbert Asbury in his 1940 book Gem of the Prairie: An Informal History of the Chicago Underworld. His cited sources are Chicago newspapers and the 1903 court testimony of Lone Star prostitute "Gold Tooth" Mary Thornton. Before his days as a saloon proprietor, Mickey Finn was known as a pickpocket and thief who often preyed on drunken bar patrons. In 1918, Mickey Finn was apparently arrested again, this time for running an illegal bar in South Chicago.[9] Jump up ^ "What's in a Mickey Finn?". Herbert Asbury, Gem of the Prairie: An Informal History of the Chicago Underworld (New York: Alfred A.

Latent inhibition Theories[edit] The LI effect has received a number of theoretical interpretations. One class of theory holds that inconsequential stimulus pre-exposure results in reduced associability for that stimulus. The loss of associability has been attributed to a variety of mechanisms that reduce attention, which then must be reacquired in order for learning to proceed normally.[2] Alternatively, it has been proposed that LI is a result of retrieval failure rather than acquisition failure.[3] Such a position advocates that, following stimulus pre-exposure, the acquisition of the new association to the old stimulus proceeds normally. Variation[edit] LI is affected by many factors, one of the most important of which is context. Physiology[edit] The assumption that the attentional process that produces LI in normal subjects is dysfunctional in schizophrenia patients has stimulated considerable research, with humans, as well as with rats and mice. Pathology[edit] Low latent inhibition[edit] Notes[edit]

Quorum sensing Quorum sensing is a system of stimulus and response correlated to population density. Many species of bacteria use quorum sensing to coordinate gene expression according to the density of their local population. In similar fashion, some social insects use quorum sensing to determine where to nest. Quorum sensing can function as a decision-making process in any decentralized system, as long as individual components have: (a) a means of assessing the number of other components they interact with and (b) a standard response once a threshold number of components is detected. Bacteria[edit] Some of the best-known examples of quorum sensing come from studies of bacteria. Mechanism[edit] Model of quorum sensing. Examples[edit] Aliivibrio fischeri[edit] Escherichia coli[edit] In the Gram-negative bacteria Escherichia coli (E. coli), cell division may be partially regulated by AI-2-mediated quorum sensing. Salmonella enterica[edit] Pseudomonas aeruginosa[edit] Acinetobacter sp. Aeromonas sp. Archaea[edit]

Emotional intelligence Emotional intelligence (EI) can be defined as the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior.[1] There are three models of EI. The ability model, developed by Peter Salovey and John Mayer, focuses on the individual's ability to process emotional information and use it to navigate the social environment.[2] The trait model as developed by Konstantin Vasily Petrides, "encompasses behavioral dispositions and self perceived abilities and is measured through self report" [3] The final model, the mixed model is a combination of both ability and trait EI, focusing on EI being an array of skills and characteristics that drive leadership performance, as proposed by Daniel Goleman.[4] It has been argued that EI is either just as important as one's intelligence quotient (IQ). History[edit] Definitions[edit] Ability model[edit] Measurement[edit]

Dokkōdō The "Dokkōdō" [ (Japanese: 独行道?); "The Path of Aloneness", "The Way to Go Forth Alone", or "The Way of Walking Alone"] is a short work written by Miyamoto Musashi (宮本 武蔵) a week before he died in 1645. It consists of either nineteen or twenty-one precepts; precepts 4 and 20 are omitted from the former version. "Dokkodo" was largely composed on the occasion of Musashi giving away his possessions in preparation for death, and was dedicated to his favorite disciple, Terao Magonojō (to whom the earlier Go rin no sho [The Book of Five Rings] had also been dedicated), who took them to heart. Precepts[edit] References[edit]

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