The most distinguished and eminent among all was Atisha Dipankara, a founder of the Sarma traditions of Tibetan Buddhism. Subjects like philosophy, grammar, metaphysics, Indian logic etc. were taught here, but the most important branch of learning was tantrism.
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Two, it recognizes the Black community and its culture. Three, it looks at Black intimate and familial relations. And four, it looks at the Black woman as an individual. These four factors will help distinguish Black women from Black males into an accurate branch of learning in the criminal justice system.
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It produced eminent scholars who were often invited by foreign countries to spread Buddhist learning, culture and religion. The most distinguished and eminent among all was Atisa Dipankara, the founder of Lamaism in Tibet. Subjects like theology, philosophy, grammar, metaphysics, and logic were taught here but the most important branch of learning was tantrism.
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It produced eminent scholars who were often invited by foreign countries to spread Buddhist learning, culture and religion. The most distinguished and eminent among all was Atisha Dipankara, a founder of the Sarma traditions of Tibetan Buddhism. Subjects like philosophy, grammar, metaphysics, Indian logic etc. were taught here, but the most important branch of learning was Buddhist tantra.
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On 1 August 2015, Gillingham was awarded a Doctor of Divinity (DD) degree by the University of Oxford. The DD is Oxford's highest degree and she is the first British woman to have been awarded it. The work submitted for the degree has to "constitute an original contribution to the advancement of theological knowledge of such substance and distinction as to give the candidate an authoritative status in this branch of learning".
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Teleology, from Greek τέλος, telos "end, purpose" and -λογία, logia, "a branch of learning", was coined by the philosopher Christian von Wolff in 1728. The concept derives from the ancient Greek philosophy of Aristotle, where the final cause (the purpose) of a thing is its function. However, Aristotle's biology does not envisage evolution by natural selection. Phrases used by biologists like "a function of ... is to ..." or "is designed for" are teleological at least in language.
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In the fourth century BCE, Kautilya in his Arthashastra recognised it as a distinct branch of learning different from Vedas and other disciplines. Kautilya classifies all disciplines into four categories: scripture (the three Vedas, trayi), agriculture and commerce (varta), politics and public administration (danda-niti), and Ānvīkṣikī, the investigative reflective science. The distinction between Atma-vidya and Ānvīkṣikī is that while the former embodied certain dogmatic assertions about the nature of the soul, the latter contained reasons supporting those assertions. Thus Ānvīkṣikī dealt with two subjects, namely, atma, soul, and hetu, theory of reasons.
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In 1994 he completed Video Games for Orchestra and his opera Amarantha. The former Foundation for the Creative Arts commissioned these works as well as the Rhapsody for Clarinet and Orchestra (1995), premièred by Robert Pickup, the NSO and Richard Cock in 1996. In the same year Rajna was a recipient of the UCT Book Award for his Harp Concerto. This annual award is given in recognition of outstanding contribution to any branch of learning and it was the first time that a musical composition was thus honoured.
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Gautamasvami and other Gandhars (Chief followers to Tirthankar Mahavir Swami) are said to have compiled the most sacred canonical scriptures comprising twelve parts, also referred to as eleven Angas and fourteen Pūrvas, since the twelfth Anga comprises the fourteen Pūrvas. These scriptures are said to have contained the most comprehensive and accurate description of every branch of learning that one needs to know. The knowledge contained in these scriptures was transmitted orally by the teachers to their disciple saints. While some authors date the composition of Jain Agamas starting from the 6th century BCE,Nagendra Kr. Singh. (2001).
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The splendour and majesty of the functions as well as the music executed by the students under the Spaniard Tomás Luis de Victoria, and his successor Annibale Stabile and other celebrated masters (Annibale Orgas, Lorenzo Ratti, Giacomo Carissimi, Ottavio Pittoni, and others) constantly drew large crowds to the church. Too much attention indeed was given to music under P. Lauretano, so that regulations had to be made at various times to prevent the academic work of the students from suffering. The courses were still given in the Collegio Roman; but when Bellarmine terminated his lectures on controversy, a chair for this important branch of learning was established in the Collegio Germanico and somewhat later a chair of canon law.
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Gradually the term "Insha " came to represent a distinct branch of learning that enabled one to discern the merits and defects of the prose composition of letters and documents as a distinct type of writing from regular treatises and books. "Insha" writing is mainly concerned with the expression of one's innermost feelings, rather than the use of prose in scientific treatises. Insha writing developed into an art form and,involved detailed rules and regulations that a well lettered person was supposed to learn, and artful and well written epistolography, was considered a form of Adab. The devices employed in Insha include verbal puns, and tricks, riddles, and a mannered , elegant style of writing.
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In 1873 Cardinal Guibert called him to take part in the administration of the diocese, but he was engaged principally in founding and organizing the free Catholic University (then the Université Catholique de Paris), which the bishops opened at Paris after the passage of the law of 12 July 1875, allowing liberty of higher education. He became its rector in 1880 and for fifteen years devoted himself to developing it in every branch of learning. In 1891 he succeeded Père Monsabré in the pulpit of Notre-Dame de Paris and preached the Lenten conferences there for six successive years, on the bases of Christian morality and the Decalogue. In 1892 he was elected deputy for Finistère on the death of Mgr Freppel.
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He is also known for documenting the Turkish Massacre from his own recollections. At one period, in connexion with their Vienna house, there existed an association for the propagation of good books, which is said to have distributed nearly a million volumes, and printed and published six new works each year. To him also they owe the guidance of their first steps in exegesis — the branch of learning in which they have won most distinction — and the kindred studies of the Liturgy and the religious history of their country. At San Lazzaro he founded the printing press from which the most notable of their productions have been issued, and commenced there the collection of Armenian manuscripts for which their library has become famous.
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This is the recursion-theoretic branch of learning theory. It is based on Gold's model of learning in the limit from 1967 and has developed since then more and more models of learning. The general scenario is the following: Given a class S of computable functions, is there a learner (that is, recursive functional) which outputs for any input of the form (f(0),f(1),...,f(n)) a hypothesis. A learner M learns a function f if almost all hypotheses are the same index e of f with respect to a previously agreed on acceptable numbering of all computable functions; M learns S if M learns every f in S. Basic results are that all recursively enumerable classes of functions are learnable while the class REC of all computable functions is not learnable.
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The school that remained dominant throughout the medieval and early modern periods is called the Cheng-Zhu school for the esteem it places in Cheng Yi, Cheng Hao, and Zhu Xi. The less dominant, opposing school was the Lu–Wang school, based on its esteem for Lu Jiuyuan and Wang Yangming. In contrast to this two-branch model, the New Confucian Mou Zongsan argues that there existed a third branch of learning, the Hu-Liu school, based on the teachings of Hu Hong (Hu Wufeng, 1106–1161) and Liu Zongzhou (Liu Jishan, 1578–1645). The significance of this third branch, according to Mou, was that they represented the direct lineage of the pioneers of neo-Confucianism, Zhou Dunyi, Zhang Zai and Cheng Hao. Moreover, this third Hu-Liu school and the second Lu–Wang school, combined, form the true mainstream of neo-Confucianism instead of the Cheng-Zhu school.
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It is for this reason that boys copy the shapes of letters that they > may learn to write, and that musicians take the voices of their teachers, > painters the works of their predecessors, and peasants the principles of > agriculture which have been proved in practice, as models for their > imitation. In fact, we may note that the elementary study of every branch of > learning is directed by reference to some definite standard that is placed > before the learner. (10.2.1-2; Butler, LCL) Furthermore, students are encouraged to improve upon their chosen models (10.2.12). One way for students to accomplish this task, Quintilian says, is to imitate several models in eclectic fashion: "We shall do well to keep a number of different excellences before our eyes, so that different qualities from different authors may impose themselves on our minds, to be adopted for use in the place that becomes them best" (10.2.
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Other members of the family who attained distinction in the same branch of learning were the two sons of Denis Godefroy: Denis (1653–1719), also an historian, and Jean, sieur d'Aumont (1656–1732), who edited the letters of Louis XII, the memoirs of Marguerite de Valois, of Castelnau and Pierre de l'Estoile, and left some useful material for the history of the Low Countries; Jean Baptiste Achille Godefroy, sieur de Maillart (1697–1759), and Denis Joseph Godefroy, sieur de Maillart (1740–1819), son and grandson of Jean Godefroy, who were both officials at Lille, and left valuable historical documents which have remained in manuscript. For further details see Les Savants Godefroy (Paris, 1873) by Denis-Charles Godefroy-Ménilglaise, son of Denis Joseph Godefroy. Charles Godefroy (1888–1958) flew his Nieuport fighter through the Arch of Triumph in Paris in 1919, three weeks after the victory parade. He did it as a salute to all the airmen killed in World War I. Different spelling for the family name Godeffroy (Hugenot from La Rochelle later in Germany), or the Dutch spelling Godeffroij and Godefroij.
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