Relevant bibliographies by topics / Olympiads

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Olympiads'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Olympiads"

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Panisheva, Olga Viktorovna, and Anatolii Vladimirovich Loginov. "Open olympiad as a means of mathematical enlightenment of school students." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 110–19. http://dx.doi.org/10.51314/2073-2635-2019-1-110-119.

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Mathematical Olympiad movement plays an important role in the development of mathematics, enhancing the prestige of education in the international arena, as well as in shaping the student’s personality, fostering a desire to achieve high results, determination, readiness for long-term work. The question of classical mathematical olympiads is well described in literature, but non-standard forms of intellectual competitions in mathematics, which include open olympiads, are practically not considered.The article provides a historical overview of the open olympiads appearance and development, describes the characteristics that make it possible to classify the olympiad to an open type, justifies the use of open olympiads as a means of mathematical enlightenment for students, discusses the competition period of the olympiad and the approaches to the choice of themes for the open organized olympiad.The paper provides a comparative analysis of open and traditional mathematical competitions according to different criteria. The goals and objectives of both types of olympiads as well as the requirements that are put forward to the formulation of tasks for open olympiads are described. Special attention is paid to the issue of preserving the health of schoolchildren participating in the olympiad, the interdisciplinary nature of the tasks, and possible informative blocks of open mathematical olympiads are described.The article describes the organizing experience of an open competition dedicated to N. I. Lobachevsky, gives examples of original authors’ assignments, describes a mechanism for checking students’ works, describes the possible difficulties that are missing when testing regular olympiads, but occurring in open type olympiad works. The analysis of the pedagogical and psychological results is given, the development of general educational skills of students participating in the open olympiad is described, conclusions on the prospects of using the open type olympiads for mathematical education of schoolchildren are made.
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Volpe, Betty J. "Teacher to Teacher: A Girls' Math Olympiad Team." Mathematics Teaching in the Middle School 4, no. 5 (February 1999): 290–93. http://dx.doi.org/10.5951/mtms.4.5.0290.

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IN 1991 I BEGAN TO COACH THE SIXTHgrade Math Olympiad Team in Candlewood Middle School, a public middle school for grades 6 through 8. The Mathematical Olympiads for Elementary and Middle Schools (MOEMS) is a nonprofit public foundation that provides opportunities for children through grade 6 to experience creative problem solving in a nonthreatening competitive setting throughout the school year. The Math Olympiads holds five olympiad contests, which are given at monthly intervals beginning in the middle of November. Thus, each school has about two and one-half months to get ready for the olympiads. Each olympiad contest contains five verbal problems, each with a time limit. Each team may have a maximum of thirty-five participants. When the olympiads conclude in the middle of March, about two and one-half months remain to discuss and review the olympiad problems and to introduce new topics.
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Келдибекова, Аида, Aida Keldibekova, Н. Селиванова, and N. Selivanova. "The Role and the Place of Geometry in the System of Mathematical School Olympiads." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 2 (June 6, 2019): 72–76. http://dx.doi.org/10.12737/article_5cf5188ea59b11.06698992.

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The purpose of this article is to determine the role and place of school geometry in the subject olympiad system. For this, the authors turn to the experience of Russia in organizing and conducting geometric olympiads for schoolchildren, exploring the specifics of the olympiads named after named I.F. Sharygin, named S.A. Anischenko, named A.P. Savina, Moscow and Iran olympiads. The objectives and themes of full-time, extramural, oral geometric olympiads are defined. It is revealed that the topics of topology, projective, affine, combinatorial sections of geometry constitute the content of olympiad geometry. The study showed that the tasks of the olympiad work on geometry checked mathematical skills to perform actions with geometric figures, coordinates and vectors; build and explore simple mathematical models; apply acquired knowledge and skills in practical activities. The conclusions are made about the need to include tasks of geometric content in the block of olympiad tasks for the development of spatial thinking of schoolchildren.
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Platonova, O. A. "History of Mathematical Olympiads." World of Transport and Transportation 18, no. 5 (February 13, 2021): 172–89. http://dx.doi.org/10.30932/1992-3252-2020-18-172-189.

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Any Olympiad is one of the most significant forms of development of human cognitive activity. Mathematical Olympiads for schoolchildren have been held in our country for several decades. Such a «long life» of the Olympiad movement speaks of importance of this form. The article discusses the main stages of formation and development of mathematical Olympiads. A brief overview of emergence of the olympic movement in Russia and other countries is given. A special place is given to the experience of holding such Olympiads within the walls of Russian University of Transport, where mathematical Olympiads have been held since 2000. Therefore, the current year can be considered an anniversary year. The article presents some forms of work with schoolchildren that preceded the emergence of mathematical Olympiads within the University. The importance of such work, which is aimed at developing interest in engineering education and a deeper study of mathematics, is discussed.
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Belogrudova, Ludmila, Inese Dudareva, Vyacheslavs Kashcheyevs, and Arnis Voitkans. "NATIONAL PHYSICS OLYMPIADS FROM THE POINT OF VIEW OF PARTICIPANTS AND PHYSICS TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 84–95. http://dx.doi.org/10.17770/sie2021vol2.6209.

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The development of student's interests and skills is strategically important to foster their career choice in the field of science, technology and engineering, which is one of the goals of Latvia's National Development Plan for 2021-2027. Physics Olympiads can be used as one of the enrichment measures to supplement formal school teaching in raising student motivation and developing their skills and talents. We explore directions in which the existing system of Physics Olympiads can be improved, with the goals of reaching a wider audience of teachers and students and achieving further integration with the learning processes in schools. We have conducted a survey of physics teachers (NT=188), and participants (NP=486) of the second (county) stage of Latvian Physics Olympiad in January 2020. The aim of the survey was to find out: 1) What motivates students to participate and teachers to encourage participation in Physics Olympiads? 2) What resources are used for training? 3) What further support would students and teachers need for training for the Olympics? Based on the results of the survey, we propose specific measures to support teachers and students in their engagement with Physics Olympiads, report on the implementation progress, and give an outlook for the future.
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Keldibekova, Aida O. "The mathematical competence of Olympiad participants as an indicator of the quality of mathematical training level." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 169–87. http://dx.doi.org/10.32744/pse.2021.3.12.

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Introduction. The relevance of the research on the formation and assessment of the level of development of competencies in the mathematical educational field is due to the fact that the subject competence of the participant of the Olympiad predetermines his victory in the competition. And the Mathematical Olympiad, as a form of education, has potential not only for the formation, development, but also for determining the level of mathematical competence of its participants. The research problem is to justify the didactic potential of the mathematical Olympiad as a tool for determining the level of mathematical competence of school students. Aim of the study: to theoretically substantiate, develop and specify the content, indicators of mathematical competence of mathematical Olympiad participants Methodology and research methods. The methodological basis of the study is determined by: the activity and competence-based approaches to teaching; a retrospective analysis of psychological and pedagogical studies affecting the formation and development of key and subject competencies of schoolchildren; an analysis of the content of mathematical Olympiads; an analysis of the results of Kyrgyz Republic schoolchildren in international mathematical Olympiads; the study and generalization of the experience of juries of Olympiads. Results. The subject Olympiad forms a competence-based educational environment in which the levels of formation of key and subject competencies of its participants are most fully displayed. The competence-based approach to training in the Olympiad environment is characterized by the formulation of objectives from the point of view of the activity approach to the formed competence. Subject competence is leading in determining the quality of the student’s Olympiad activity. The mathematical Olympiad is one of the effective forms of both the formation and development, and the determination of the level of mathematical competence of its participants. The introduction of presented system for preparing schoolchildren for mathematical Olympiads, using model’s formation of mathematical, informational competencies in the experimental group, led to an increase in students' knowledge of the theory and practice of solving Olympiad problems in mathematics by 12,95%; the qualitative indicator of knowledge of the school curriculum in mathematics increased by 15,25%. The index of absolute indicators in the experimental groups in the theory of Olympiad mathematics was 53,12%, in the methods of solving Olympiad problems – 55,38%. In control groups, these indicators were 41,23% and 42,36%, respectively. The qualitative indicator of exam results of schoolchildren of the Olympic reserve turned out to be 19% higher. The results of the questionnaire survey participants of the Olympiads confirm the expediency of using technology for the development of critical thinking, the project method of teaching, ICT in the process of preparing for the Olympiads, contributing to the emergence of motivation to study an extracurricular course in mathematics in 68% of students, 42% of students showed a desire to participate in the Olympiads. The results obtained confirm our conclusions that the development of the mathematical competence of the participants of the Olympiads is successfully realized only in a situation of continuous Olympiad activity.
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Grevtseva, Gulsina Ya, Rimma A. Litvak, Marina V. Tsiulina, Marina B. Balikaeva, and Anatoliy A. Pavlichenko. "Scientific Olympiad as Means of Students’ Youth Development." SHS Web of Conferences 50 (2018): 01205. http://dx.doi.org/10.1051/shsconf/20185001205.

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The article reveals the problem’s urgency of the students’ youth development in the conditions of the Olympiad movement. It analyzes the scientific views on the essence and significance of Olympiads on subjects. It defines the research key concepts and presents the scientists’ positions on the concept essence of “Olympiad”. The article specifies the objective and tasks of the Olympiads. It stresses the importance of Olympiads in improving the training quality of qualified specialists. It suggests the author’s understanding of the Olympiad educational potential on pedagogy and psychology. It points out the need of interactive technologies for the development of communicative, research, design and other competences. The article gives a brief description of individual practice-oriented competitions providing development of creative initiative activities, students’ mobility and their intellectual abilities.
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Bolshakova, Evgeniya. "Olympiad in the English Language as a Form of Alternative Language Assessment." Journal of Language and Education 1, no. 2 (June 1, 2015): 6–12. http://dx.doi.org/10.17323/2411-7390-2015-1-2-6-12.

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Although a variety of the English language written olympiads (language competitions) exist, fairly little is known about how they are different from traditional forms of language assessment. In Russia, olympiads in the English language are now gaining currency because they provide an opportunity to reveal creative thinking and intellectual abilities of pupils. The present study examined major differences between language olympiads and traditional forms of language assessment. A comparison of five main olympiads in the English language in terms of their levels, assessed skills and task types is made and their distinctive features are outlined. The results of a testing of a new written olympiad of the Higher School of Economics “Vysshaya proba” (Highest Degree) in the English language are analyzed. A set of test items was developed for 120 secondary school pupils in Moscow to find out whether they can easily cope with non-traditional form of assessment, which is language olympiad. The results indicate that language competition as a form of alternative assessment may be introduced at schools to encourage better learning.
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Romanova, Olga Viktorovna. "Chemistry Olympiads in the system of modern school education." Современное образование, no. 3 (March 2018): 61–70. http://dx.doi.org/10.25136/2409-8736.2018.3.22475.

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The subject of this research is the questions of students’ preparation for Chemistry Olympiads. The author analyzes the content of the school chemistry course, hosting of school Chemistry Olympiads and the issues of preparation, as well as formulates methodology of teaching the secondary school student how to solve the Olympiad tasks. The author also composes a number of standards for chemistry teacher aimed at the development of students’ creative abilities through solving the Olympiad tasks and selects the tasks for studying certain topics in the school chemistry course. The program of elective course that contributes to preparation of students for participation in Olympiads is being developed and tested. Having analyzed the research results, it is safe to say that the solution of Olympiad tasks is advantageous for the students, as they help to digest the new material. The majority of students believe that the Olympiad tasks should be used in educational process, because they develop thought process and creativity. A conclusion is made that introduction of the recommended elective course increases students’ interests in the subject, as well as the level of grasping the material and the quality of students’ knowledge.
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Finlay, Christopher J. "National Proxy 2.0." Communication & Sport 6, no. 2 (December 21, 2016): 131–53. http://dx.doi.org/10.1177/2167479516684756.

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The affordances of social media technologies increasingly allow Olympians to directly communicate with global audiences. Olympians can thus become more powerful autonomous discursive actors, threatening traditional Olympic power dynamics that have protected lucrative Olympic media streams. And yet, Olympians have yet to use social media technology to fully exercise their autonomy. This article adopts a social construction of technology lens within a larger critical discourse analysis framework to analyze the reticent behavior of social media–enabled Olympians. It is suggested that their social media voices are constrained by a powerful set of obligations to their nation-state. These obligations can be understood as ritualistic deep play national proxy identifications, which are constructed and reinforced by Olympic policies and practices, as well as larger sociocultural contextual factors. This argument is explicated through an analysis of Olympics policy documents and case studies from the first two Olympiads, where social media had a major impact: the London 2012 Games and the Sochi 2014 Winter Games.
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Dissertations / Theses on the topic "Olympiads"

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Domoshnitsky, Alexander, and Roman Yavich. "Internet Mathematical Olympiads." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79663.

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Modern Internet technologies open new possibilities in a wide spectrum of traditional methods, used in mathematical education. One of the areas, where these technologies can be efficiently used, is an organization of mathematical competitions. Contestants can stay in their schools or universities in different cities and even different countries and try to solve as many mathematical problems as possible and then submit their solutions to organizers through the Internet. Simple Internet technologies supply audio and video connection between participants and organizers in a time of the competitions.
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Chong, Cáceres Miguel, Gil Patricia Gonzales, and San Martín Luis Ortega. "2015, unprecedented successes of the OPQ in international competitions." Revista de Química, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/99677.

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El año 2015, durante el cual se han celebrado los 20 años de trabajo de la Olimpiada Peruana de Química (OPQ), ha sido un año de extraordi­narios resultados en las distintas olimpiadas de química internacionales en las que Perú ha par­ticipado. Destacan las tres medallas logradas en la Olimpiada Internacional de Química (IChO) y las cuatro obtenidas en la Olimpiada Iberoame­ricana de Química (OIAQ). En esta última, además, uno de los representantes de nuestra delegación obtuvo el mejor puntaje de la compe­tencia. A nivel nacional, la Olimpiada Peruana de Química (OPQ) tuvo una masiva participación de estudiantes (más de dos mil inscritos) lo que nos convierte en un evento de amplia aceptación en el país.
2015, a year in which we commemorate the 20th anniversary of the Peruvian Chemistry Olym­piad (OPQ), has been a very successful year for our Olympic team in the international Chemis­try events in which Peru has participated. Three medals were obtained in the International Chem­istry Olympiad (IChO) and four were awarded to our team at the Iberoamerican Chemistry Olym­piad (OIAQ). Moreover, in the latter a student from our delegation had the best final score. Our national competition, the Peruvian Chemistry Olympiad (OPQ), had a great success with regard to student participation (more than two thousand students registered nationwide) making it an un­missable event among secondary school students interested in Chemistry.
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Wang, Xuetao. "Olympiad delegation registration system." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2551.

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The purpose of this project is to design, build and implement a web application system for the Olympiad delegation registration. All the pages and user registration information will be stored in a PostgreSQL database and retrieved by JAVA Servlet and JDBC (JAVA Database Connectivity). The main purpose of this project is to provide an easy-to-register and web-base communication evironment for the National Olympic Committes (NOC) and the Organizing Committee for the Olympic Games (OCOG).
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Lisi, Eliene Cristine Izu Nakamura. "Olimpíadas de Matemática sua importância na divulgação e aprendizagem da Matemática. Uma experiência de análise, diagnóstico e intervenção didático pedagógica." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155890.

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Submitted by Eliene Cristine Izu Nakamura Lisi (eliene82@gmail.com) on 2018-09-03T23:18:05Z No. of bitstreams: 1 Dissertação_ElieneLisi_final_alt_v6.pdf: 3059082 bytes, checksum: 70a2fedc2ca099f59d5e4d66d54bb196 (MD5)
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As Olimpíadas de Matemática, nos moldes atuais, são disputadas desde 1894. A primeira olimpíada ocorreu na Romênia. Com o passar dos anos, competições semelhantes se espalharam pelo mundo. Em 1959 foi realizada a primeira Olimpíada Internacional de Matemática, esta competição se expandiu gradualmente para mais de 100 países. Em 1979, a Sociedade Brasileira de Matemática (SBM) organizou a 1ª Olimpíada Brasileira de Matemática (OBM), que durante esses anos passou por diversas mudanças. Este trabalho tem o objetivo de mostrar como as olimpíadas de matemática podem ser utilizadas como fonte de divulgação e estímulo para o ensino e a aprendizagem da matemática, além de desenvolver e aperfeiçoar a capacitação de professores e também como fonte de dados para a melhoria do ensino e aprendizado. Foi realizada uma descrição das principais competições de matemática que tiveram como participantes alunos de uma escola da cidade de Bauru-SP, com destaque para o HMMT (The Harvard-MIT Mathematics Tournament), bem como quais foram as ferramentas utilizadas na preparação desses alunos, além de uma análise de dados visando uma intervenção didático pedagógica. Por fim são apresentadas questões de olimpíadas de matemática que têm em suas soluções a utilização de conteúdos abordados nas diversas disciplinas do PROFMAT.
The Mathematical Olympiads of the present day have been disputed since 1894. The first Olympiad was played in Romania. Over the years, similar competitions have spread throughout the world. In 1959, the first International Mathematical Olympiad was held, this competition gradually expanded to more than 100 countries. In 1979, the Brazilian Mathematical Society (SBM) organized the 1st Brazilian Mathematical Olympiad (OBM), which during these years underwent several changes. This paper aims to show how mathematical olympiads can be used as a stimulus for teaching and learning mathematics, as well as to develop and improve teacher training and also as a data source for improving teaching and learning. A description of the main math competitions was carried out, which included students from a school in the city of Bauru, SP, highlighting the HMMT (The Harvard-MIT Mathematics Tournament) and which tools were used to prepare the students as well as the analysis of data for pedagogical didactic intervention. Finally, questions are dealt with in Mathematical Olympiads, with resolution through contents of the PROFMAT disciplines.
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Souza, Neto João Alves de. "Olimpíadas de matemática e aliança entre o campo científico e o campo político." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2644.

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This paper aims to discuss the mathematical Olympiads in terms of Bourdieu's theory, seeking demonstrate valorization strategies and adoption of the field of mathematics linked to social practices related to OBMEP. The concepts of field and symbolic capital were used for analysis of research papers in order to understand the mathematical Olympiads as a strategy for appreciate mathematical fields as well as a kind of normative evaluation. This paper promotes a discussion about the alleged role of social inclusion attributed to these competitions. The research is a qualitative approach and involved the preparation of a history of the Mathematical Olympiads, literature research and document analysis. Bourdieu's theory may us understand that the field of mathematics has sufficient capital to reward and recruit talent while it naturalizes, through this process, the ideology of the gift and the inculcation of a cultural arbitrary on the technological and scientific development, which is linked to factors and interests of the economic field. This critical view for the Olympiads can contribute to the expansion of studies in the field of mathematics education in relation to school evaluation and the symbolic value of mathematics, looking this as a kind of symbolic mechanism of domination, valorization and conservation of the field of mathematics. Then OBMEP can be understood as the manifestation of an alliance between the scientifical and political field, which simultaneously establishes the mathematical culture and corroborates the economic interests.
Este trabalho tem como objetivo discutir as olimpíadas de matemática do ponto de vista da teoria de Bourdieu, buscando evidenciar estratégias de valorização e de consagração do campo da matemática atreladas às práticas sociais relacionadas com a OBMEP. Os conceitos de campo e de capital simbólico foram utilizados para análise dos documentos de pesquisa de maneira a compreender as olimpíadas de matemática como uma estratégia de valorização do campo da matemática e como um tipo de avaliação normativa. Procuramos promover uma discussão em torno do suposto papel de inclusão social atribuído a estas competições. A pesquisa é de abordagem qualitativa e envolveu a elaboração de um histórico das olímpiadas de matemática, pesquisa bibliográfica e análise documental. A teoria de Bourdieu permite entender que o campo da matemática possui capital suficiente para premiar e recrutar talentos ao mesmo tempo em que naturaliza, mediante este processo, a ideologia do dom e a inculcação de um arbitrário cultural relativo ao desenvolvimento tecnológico e científico, o qual está atrelado a fatores e interesses próprios do campo econômico. Este olhar crítico às olimpíadas pode contribuir com uma ampliação dos estudos na área de Educação Matemática no que diz respeito à avaliação escolar e ao valor simbólico da matemática, compreendendo esse simbólico como um tipo de mecanismo de dominação, valorização e conservação do campo da matemática. A OBMEP pode ser entendida, assim, como a manifestação de uma aliança entre o campo da matemática e o campo político, pois ao mesmo tempo em que consagra a cultura matemática, também corrobora com interesses próprios do campo econômico.
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Laky, Lilian de Angelo. "Olímpia e os Olimpiéia: a origem e difusão do culto de Zeus Olímpio na Grécia dos séculos VI e V a.C." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/71/71131/tde-31102011-141802/.

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Esta pesquisa tem como objetivo estudar os templos dedicados a Zeus Olímpico, chamados de Olimpiéia, construídos entre os séculos VI e V a.C., época arcaica e clássica. Nossa intenção é compreender em que medida o santuário de Olímpia na Grécia continental foi responsável pela origem e difusão do culto de Zeus Olímpico no restante do mundo grego. É nossa intenção também compreender o caráter assumido por este culto nas várias partes do mundo grego. Interessa-nos, sobretudo, aprofundar o estudo das relações deste culto com o poder político em época arcaica e clássica no que diz respeito principalmente à sua eventual manipulação política. Para tanto, realizamos um levantamento das cidades que consagraram templos a esta divindade a fim de mapearmos o seu culto e, trabalhando os dados arqueológicos contextualizados em associação com as fontes textuais, pretendemos discutir temas como: 1-) a utilização do epíteto Olympios e do nome Olympiéion; 2-) a configuração espacial dos santuários de Zeus Olímpico e a relação do espaço sagrado com a sociedade; 3-) a relação entre o culto e o governo tirânico; 4-) e o papel do culto na construção da identidade grega.
This research aims to study the temples dedicated to Olympian Zeus, also known as Olympieia, built between the 6th and 5th centuries B.C., during the Archaic and Classical periods. Our intention is to provide an account of the importance of the sanctuary of Olympia played in the origin and diffusion of the Zeus Olympios\' cult, as well as the character assumed by this cult in other parts of the Greek world. In particular, we intend to deepen the comprehension of the connections the political power established with this cult during the Archaic and Classical epochs, especially regarding its casual political manipulation. In order to reach a sharper appraisal of the cult and meet the other purposes set forth herewith, the research will develop a detailed survey of those cities with temples consecrated to this divinity and, associating textual sources with contextualized archaeological data, suggest some themes to discussion as: 1. The use of both the epithet Olympios and the name Olympiéion; 2. The spatial configuration of the Zeus Olympios sanctuaries and the relationship between society and the sacred place; 3. The tyrannical government in relation with the cult; 4. The role played by the cult in the making of the Greek identity.
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Philpot, Cindy Johnson. "Science Olympiad Students' Nature of Science Understandings." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/20.

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Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students’ understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students’ understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science – High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in Science Olympiad did not translate into informed understandings of NOS. There were implications that labs with a set procedure and given data tables did not contribute to informed NOS understandings, while explicit instruction may have contributed to more informed understandings. Exploring these high achieving, Science Olympiad students’ understandings of NOS was a crucial step to understanding what experiences formed these students’ understandings so that teachers may better their practices and help more students succeed in becoming scientifically literate citizens.
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Philpot, Cindy J. "Science Olympiad students' nature of science understandings." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03282007-213459/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Olga Jarrett, Michael Dias, committee members. Electronic text (147 p. : ill.) : digital, PDF file. Description based on contents viewed Nov. 16, 2007. Includes bibliographical references (p. 131-143).
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MacKenzie, Julia Dawn. "Moving towards sustainability in the Olympic Games planning process /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2678.

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Beacham, Oliver (Oliver Edward). "Flexible stadium design in the context of Olympics and Post-Olympics usage." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99583.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Civil and Environmental Engineering, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 43-45).
The design of the London Olympic Stadium for the 2012 Summer Olympic Games represented a shift in traditional stadium design for major sport events on the scale of the Olympics or World Cup. Emphasising design with a focus towards post-Olympics usage, the London Olympic Stadium through features like a demountable second seating tier, reclaimed steel elements, and structurally isolated fagade, set a strong precedent for flexible Olympics stadium construction. The goal of this thesis is to quantitatively explore options to push the boundaries of flexible stadium design, easing the renovation process required to transition stadiums from Olympics to post-Olympics usage. Through case study design examples, this thesis explores the effect bolted rather than welded connections can have on the design of stadium grandstands. Evaluated for both strength and serviceability, this thesis applies work demonstrating the pros and cons of bolted connections in traditional braced frame structures to stadium grandstands. Finally, this thesis explores the opportunity events like the Olympics provide to perform a probabilistic performance based design on an elliptical roof truss system. Given current building codes specify loads intended for use in the design of permanent structures, this thesis breaks down building code methodology in an attempt to determine loads more appropriate for use in the design of buildings with intended life spans on the order of an Olympic cycle (four years). Looking specifically at a stadium structural system typically controlled by wind and snow loads, this thesis attempts to quantify the material savings possible when designing a structure using performance rather than code based design.
by Oliver Beacham.
M. Eng.
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Books on the topic "Olympiads"

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Andreescu, Titu, and Zuming Feng, eds. Mathematical Olympiads. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/prb/003.

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Andreescu, Titu, and Zuming Feng, eds. Mathematical Olympiads 1999-2000. Providence, Rhode Island: American Mathematical Society, 2003. http://dx.doi.org/10.1090/prb/005.

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Andreescu, Titu, Zuming Feng, and George Lee, eds. Mathematical Olympiads 2000–2001. Providence, Rhode Island: American Mathematical Society, 2003. http://dx.doi.org/10.1090/prb/011.

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Liu, Andy, ed. Soviet Union Mathematical Olympiads. Providence, Rhode Island: American Mathematical Society, 2016. http://dx.doi.org/10.1090/prb/028.

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Moscow Mathematical Olympiads, 2000-2005. Berkeley, Calif: Mathematical Sciences Research Institute, 2011.

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Fomin, D. V. Leningrad mathematical Olympiads 1987-1991. Westford, Mass: MathPro Press, 1994.

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Levy, Silvio, and R. M. Fedorov. Moscow Mathematical Olympiads, 1993-1999. Berkeley, Calif: Mathematical Sciences Research Institute, 2011.

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International mathematical olympiads, 1986-1999. Washington, DC: Mathematical Association of America, 2003.

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America, Mathematical Association of, ed. U.S.A. mathematical olympiads, 1972-1986. Washington, D.C: Mathematical Association of America, 1988.

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Klamkin, Murray S. USA mathematical olympiads, 1972-1986. Washington, D.C: Mathematical Association of America, 1988.

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Book chapters on the topic "Olympiads"

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Dagiene, Valentina, and Jari Koivisto. "International Olympiads in Informatics." In Encyclopedia of Education and Information Technologies, 1–10. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_25-1.

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Dagiene, Valentina, and Jari Koivisto. "International Olympiads in Informatics." In Encyclopedia of Education and Information Technologies, 982–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_25.

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Guilbault, Keri M. "Mathematics Olympiads for Elementary Students." In Teaching Gifted Children, 201–7. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-40.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Committees." In 50th IMO - 50 Years of International Mathematical Olympiads, 5–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_1.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "All Countries." In 50th IMO - 50 Years of International Mathematical Olympiads, 235–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_10.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "All Results." In 50th IMO - 50 Years of International Mathematical Olympiads, 239–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_11.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Memories." In 50th IMO - 50 Years of International Mathematical Olympiads, 271–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_12.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Hall of Fame." In 50th IMO - 50 Years of International Mathematical Olympiads, 285–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_13.

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Lamoneda, Rafael Sánchez. "The Golden Microphone." In 50th IMO - 50 Years of International Mathematical Olympiads, 291–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_14.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Regulations." In 50th IMO - 50 Years of International Mathematical Olympiads, 13–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_2.

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Conference papers on the topic "Olympiads"

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Cernaveja, Sarmite, and Inta Volodko. "Participation of the students of Riga Technical University in the Olympiad in mathematics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7868.

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There is much discussion recent years about teaching mathematics at school and universities. It is talked about how to interest pupils and students to turn to studying mathematics more. One of the ways to attract the best students to additional studies of mathematics is to invite them to participate in the Olympiads in mathematics. Student Parliament of Riga Technical University in cooperation with the Department of Engineering Mathematics organized the university Olympiad in mathematics for 6 years. There is an international Olympiad of mathematics in Latvia already for 6 years, which is organized by the Department of Mathematics of Latvia University of Agriculture. Students from Baltic universities participate in these Olympiads, and within their scope, students not only compete individually, but also discuss among themselves the content of mathematics and teaching methodology in their universities, evaluate it and express their suggestions for the improvements. Since 2012, students from Riga Technical University also participate in these Olympiads and get award-winning places. Such Olympiads promote interest about mathematics among young people, develops cooperation skills between like-minded people, as well as, give an opportunity for pedagogues to listen to the opinion of the best students about teaching methodology of mathematics and to improve it.
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Khalikova, Fidaliya Damirovna, and Adel Vasilevich Khalikov. "Applying the Olympiad Component in Preparing Gifted Students for Subject Olympiads." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75845.

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Зорина, Виктория Владимировна, and Аружан Амангельдыкызы Сармалаева. "ABOUT PARTICIPATION OF STUDENTS OF TRAINING COURSES FOR FOREIGN SPECIALISTS IN OLYMPIADS IN RUSSIAN." In Поколение будущего: сборник избранных статей Международной студенческой научной конференции (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/pb191.2021.46.65.006.

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Статья посвящена актуальной проблеме изучения иностранными обучающимися русского языка. Особое место в обучении русскому языку как иностранному занимает внеаудиторная работа, включающая олимпиады и конкурсы. Представлен опыт участия слушателей курсов подготовки иностранных специалистов СибЮИ МВД России в студенческой Интернет-Олимпиаде СФУ по русскому языку. The article is devoted to the actual problem of studying the Russian language by foreign students. A special place in teaching Russian as a foreign language is occupied by extracurricular work, including Olympiads and competitions in Russian language teaching. The article presents the experience of participation of students of the training courses for foreign specialists of the SIBUIIA of the Ministry of Internal Affairs of Russia in the SFU student Internet Olympiad in the Russian language.
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Syusyukalov, A., and E. Syusyukalova. "EXPERIENCE IN PREPARING FOR MATHEMATICAL OLYMPIADS: TOPICS, PROBLEMS, IDEAS." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-8-8-134-137.

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Kistanov, S. V. "Student and school Olympiads in history: the birth, development, prospects." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-07-2018-08.

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Mironov, I., and V. Bargachev. "Is APL2 a competitive language for international Olympiads in informatics." In the international conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/190271.190302.

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Kravets, Tatiana V. "ORGANIZING OLYMPIADS IN GERMAN AS A FOREIGN LANGUAGE (FROM WORK EXPERIENCE)." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.13.

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Yudin, V. A. "On the experience of the all-Russian and international Olympiads on theoretical mechanics." In INTERNATIONAL CONFERENCE ON THE METHODS OF AEROPHYSICAL RESEARCH (ICMAR 2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5065131.

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"LEADING PEDAGOGICAL APPROACHES TO SCIENTIFIC AND METHODOLOGICAL SUPPORT IN PREPARATION FOR SUBJECT OLYMPIADS AT THE UNIVERSITY." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202126.

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Teevasuthornsakul, Chalongchai, Artnarong Manosuttirit, Chirasak Suwanno, Lanchakorn Sutsaguan, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Processes and Instructions Encouraging Thai Students Consistently Pass the First Round of The National Physics Academics Olympiads." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479890.

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Reports on the topic "Olympiads"

1

Gloshen, Ron. Terrorism and the Olympics. Fort Belvoir, VA: Defense Technical Information Center, May 2001. http://dx.doi.org/10.21236/ada385835.

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Sward, Marcia P. Report on the 1991 Mathematical Olympiad Training Session. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada248234.

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Wilson, Jack M. Support for Training Program United States Physics Team for the International Physics Olympiad. Fort Belvoir, VA: Defense Technical Information Center, November 1989. http://dx.doi.org/10.21236/ada215227.

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Avery, M. P. Vitrinite Reflectance (Ro) On the Dispersed Organics in the Mobil-Texaco-Pex Olympia A-12. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1985. http://dx.doi.org/10.4095/129957.

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Duke, Ian M. East Turkistan Independence Movement (ETIM) Goes for Insurgent Gold at Olympics: A Study of China's Information Warfare. Fort Belvoir, VA: Defense Technical Information Center, July 2008. http://dx.doi.org/10.21236/ada494911.

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Ward, J. A., J. Q. Word, and L. D. Antrim. Biological testing of sediment for the Olympia Harbor Navigation Improvement Project, 1988: Geoduck, amphipod, and echinoderm bioassays. Office of Scientific and Technical Information (OSTI), May 1989. http://dx.doi.org/10.2172/6040697.

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Cassidy, J. F., S. Molnar, G. C. Rogers, T. Mulder, and T E Little. Canadian strong ground motion recordings of the 28 February, 2001 M=6.8 Nisqually (Seattle-Olympia) Washington, Earthquake. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2003. http://dx.doi.org/10.4095/214833.

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Rojas Torrijos, JL. Automated sports coverages. Case study of bot released by The Washington Post during Río 2016 and Pyeongchang 2018 Olympics. Revista Latina de Comunicación Social, November 2019. http://dx.doi.org/10.4185/rlcs-2019-1407en.

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Hermeston, Mark W. Supplement Analysis for the Transmission System Vegetation Management Program FEIS (DOE/EIS-0285/SA-99-Olympia-Grand Coulee No. 1. Office of Scientific and Technical Information (OSTI), August 2002. http://dx.doi.org/10.2172/824745.

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Martin, Mark A. Supplement Analysis for the Transmission System Vegetation Management Program FEIS (DOE/EIS-0285/SA-23) - Schultz - Raver and Olympia – Grand Coulee. Office of Scientific and Technical Information (OSTI), August 2001. http://dx.doi.org/10.2172/824079.

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