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200 1 $aGuidebook to organic synthesis$fRaymond K. Mackie, David M. Smith and R. Alan Aitken
205   $a3. ed.
210   $aHarlow (ENG)$cLongman$d1999
215   $aXIV, 387 p.$c23 cm.
606   $aSintesi organica
676   $a547.2$v(21. ed.)$9Chimica organica. Reazioni di sintesi e reazioni varie
700  1$aMackie,$bRaymond Keith$0442324
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200 10$aConceptual mathematics and literature $etoward a deep reading of texts and minds /$fby Yair Neuman
210  1$aLeiden, The Netherlands ;$aBoston :$cBrill,$d[2021]
210  4$d©2021
215   $a1 online resource (xi, 175 pages) $cillustrations
225 1 $aStudies in mathematics in the arts and humanities ;$vVolume 2
311   $a90-04-44236-7 
330   $a"When as young children we first start to read, we enjoy the experience in the most basic and intuitive sense. We are moved by The Last of the Mohicans (Cooper, 1826/ 1986), fascinated by The Jungle Book (Kipling, 2013) and thrilled by The Hound of the Baskervilles (Doyle, 2016). No difficulty is evident, at least from our perspective as naive readers. However, when we grow up and are socialized as reflective individuals, our old new friend, the text, appears in a new light. It becomes an object that requires interpretation, explanation and understanding. Our trust in the text as naive readers may be replaced with deep suspicion or a distant analytical stance. The text might become an object of conspiracy (for example, if we read Fenimore Cooper as representing a colonialist perspective) or of analytical observation (for example, if we analyze it similarly to a mathematical riddle or a frog in a biology lesson). In both cases, the aesthetic experience is lost with our cherished childish enchantment"--$cProvided by publisher.
410  0$aStudies in mathematics in the arts and humanities ;$vVolume 2.
606   $aReading, Psychology of
615  0$aReading, Psychology of.
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