Academic literature on the topic 'Baccalaureus'

The study of Islam at many universities around the world has beenon the increase for the past three decades for various regions. InSouth Africa, where it was initiated by Semiticists in Semitic Studiesdepartments and Missiologists in Missiology courses, its studygradually developed into full courses. Since the popularity of “Islamicstudies” has been of interest to secular academics as well, thecountry’s University of the Free State (UFS) proposed the offeringof a Baccalaureus Divinitatis Degree in Islamic studies. But beforedoing so, the university decided to host a colloquium to which theorganizing committee invited various stakeholders. This essay contextualizesthis colloquium by locating the teaching and study ofIslam in a broad South(ern) African context and offers a critical reporton the ensuing two-day colloquium.

Apakah peran filsafat dalam teologi? Pemakaian filsafat dalam disiplin teologi memiliki sejarah yang panjang dan seringkali diterima dengan rasa curiga dan was-was. Kutipan di atas diambil dari salah satu tulisan Thomas Aquinas, seorang tokoh utama dalam sejarah Gereja di Abad Pertengahan, yang terkenal karena tafsirannya terhadap tulisan-tulisan filsuf besar Yunani, Aristoteles, dan karena usahanya untuk memakai filsafat dalam teologi. Pada akhirnya, di mata sebagian besar orang Kristen, Aquinas lebih diingat sebagai seorang filsuf ketimbang seorang teolog, apalagi penafsir Alkitab. Padahal jabatan yang diemban oleh Aquinas semasa hidupnya adalah sebagai baccalaureus biblicus dan magister in theologia. Khususnya di kalangan kaum injili, Aquinas memiliki reputasi yang kurang baik karena dianggap telah mencemari kemurnian injil atau teologi Kristen dengan racun pemikiran manusia atau filsafat. Kebalikan dari kesimpulan Aquinas sendiri sebagaimana yang ia ungkapkan dalam kutipan di atas, Aquinas justru sering dipakai sebagai contoh tentang bentuk penculikan teologi Kristen ke dalam ranah filsafat yang asing bagi injil. ... Di dalam tulisan yang tidak terlalu panjang ini, lewat pengamatan terhadap dua tokoh dalam sejarah Gereja, saya ingin mengajak pembaca untuk mempelajari kaitan dan peran filsafat dalam teologi. Tulisan ini bermaksud untuk membandingkan pemakaian filsafat oleh Thomas Aquinas dan oleh John Calvin. Tulisan ini juga bertujuan untuk menjawab kesalahpahaman umum terhadap kedua tokoh ini. Yang pertama (Aquinas) sering dianggap telah mencemari teologi Kristen dengan filsafat; yang kedua (Calvin) seringkali diabaikan dalam diskusi tentang peran filsafat dalam teologi. Kedua asumsi ini perlu diluruskan dengan tujuan untuk mempelajari dengan benar warisan pemikiran Kristen tentang kaitan antara filsafat dan teologi.

Purpose The purpose of this paper is to explore to what extent a flipped classroom pedagogy (FCP) design as a digital pedagogical tool enhances student teachers’ learning in economics education at an open distance e-Learning (ODeL) university. Design/methodology/approach This exploratory study used a quantitative approach and online survey design. The sample consisted of 214 Postgraduate Certificate in Education (PGCE) and 157 Baccalaureus Educationis (BEd) (senior and further education and training phase) student teachers. A closed structured online questionnaire, Flipped Classroom Pedagogy Questionnaire, designed on a four-point Likert scale, was used to collect data. Descriptive and inferential data were computed to explore student teachers’ learning to teach an economics education in a teacher education course. Ethical clearance was granted and therefore adheres to the policy on research ethics of the university. Findings Empirically, the findings of this paper revealed that the FCP digital pedagogy enhanced economics students’ academic performance and perceptions in an online open distance learning environment. Furthermore, student teachers perceived that the functionality of the FCP experience as an online strategy was useful and effective for their learning. Therefore, these findings confirmed and extended what is revealed by earlier research studies regarding the debate on the usefulness of the FCP approach as a powerful technology-integrated teaching design in teacher education courses. Research limitations/implications The findings of this investigation could not be generalised because a small sample was selected. Further investigation is needed regarding comparing other similar modules of the PGCE/BEd (senior and FET phase) programmes over a longer investigative period in the college. Further research should be explored, employing a mixed-methods approach on how student teachers perceived academic support in the FCP strategy towards self-directed learning. Practical implications Ultimately, several implications for using the FCP approach emerged, in particular for rethinking teacher education programmes to support and accommodate the digital learner. To implement this approach successfully, faculties should formulate clear intended outcomes for implementing the FCP pedagogical approach. In addition, faculties at higher education institutions should seriously consider the merits of the FCP approach in order to avoid becoming redundant. Therefore, lecturers who intend to use this strategy either through a contact, blended or ODeL mode of delivery, are compelled to provide consistent, ongoing constructive feedback and monitoring required learning tasks. Social implications The paper empowers PGCE/BEd (senior and FET phase) students to teach the subject in a diverse society. Originality/value This research study has shown that student teachers perceived an FCP approach in an online platform as an empowering tool that is both effective and useful and that positively impacts on their lived experience in an ODeL context. It extends the epistemology (subject of knowledge) of the effectiveness of the FCP strategy as an enhancer for student learning in an ODeL environment, teacher education in particular. Furthermore, a noteworthy contribution is made towards the application of the FCP as one of the digital pedagogies in teaching economics in an ODeL context. This exploratory study also makes a methodological contribution to the validation of an online data collection instrument for use in future studies.

This paper investigates the difficulties that Moroccan pupils (18–19) of the second Baccalaureat year encountered in solving chemical equilibrium problems relating to ethanoate ions' reactivity with water and methanoic acid, and to copper–aluminum cells. The pupils were asked to provide answers to questions derived from two problems. The questions were classified into different tasks according to whether their answers required declarative and (or) procedural knowledge. The written responses evaluated and counted as the percentage of successful, failed and unprocessed tasks revealed that pupils completed with success tasks on the reactivity of ethanoate ions with water more easily than those of two other studied cases. The pupils encountered difficulties in appropriating procedural knowledge on equilibriums involved in ethanoate ions' reactivity with methanoic acid and in copper–aluminum cells. The impact of the tasks' organization on knowledge development seems to be not verified as it was shown in the hierarchy prevalence of problems from simple to complex ones.

Orientadores:Maria Viviane do Amaral Veras, Jean-François Massol
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-25T09:39:01Z (GMT). No. of bitstreams: 1 Neves_CynthiaAgradeBrito_D.pdf: 27804892 bytes, checksum: 048e89d72b041e870a1d6ab6d29175a5 (MD5) Previous issue date: 2014
Resumo: Esta tese, inserida na área da Linguística Aplicada, em especial, em Linguagens e Educação Linguística, procura discutir historicamente o ser ou não ser gêneros literários e poéticos como gêneros discursivos/textuais, traçando uma discussão teórica com Bakhtin (1990, 2003), Bosi (2000), Combe (1992), Eagleton (1997, 2012), Genette et al (1986), Macé (2004), Marchuschi (2008), Nancy (2004), Schaeffer (1989), Siscar (2010), Soares (2001) e Tezza (2006). Em seguida, a pesquisa assume a perspectiva de uma LA transdisciplinar de acordo com Cavalcanti (1998), Celani (1998), Fabrício (2006), Kleiman (1998), Rajagopalan (2006), Rojo (2006) e Signorini (1998), bem como indisciplinar (Moita Lopes, 1998, 2006) e transgressiva (Pennycook, 2006), com o objetivo de buscar raízes e vínculos transversais com a França, heranças e influências da pedagogia francesa na formação do nosso ensino secundário, sobretudo no século XIX, quando o Colégio Pedro II, a escola modelo, era referência nacional e importava seu currículo dos lycées franceses (Razzini, 2000). Além do Colégio Imperial, fazem parte desse legado também as Congregações Maristas, os Liceus e a Escola Normal. A partir de então, a tese investiga o ensino de Literatura na contemporaneidade, destacando a presença dos gêneros poéticos em currículos e avaliações oficiais estabelecidos pelo Ministério da Educação do Brasil. Nessa etapa da pesquisa, reivindicamos o lugar dos gêneros literários e poéticos nos documentos oficiais que regem o ensino médio nacional. Contrastamos também as avaliações do Exame Nacional do Ensino Médio (ENEM) e do Baccalauréat (bac) francês, sempre atentando para o tipo de formação (competências e habilidades de Linguagens, Códigos e suas Tecnologias) que se almeja dos alunos nessa faixa de escolaridade. Como etapa final, a pesquisa de campo, em consonância com a metodologia de geração de registros e análise crítica dos dados (Moita Lopes, 1994), uma pesquisa qualitativa, subjetivista e interpretativista, de cunho etnográfico (Kleiman, 1998), a partir da observação de um total de 90 horas de aulas de Língua Materna, no Brasil e na França, fazendo-se uso da triangulação: i) o diário de classe e o journal de bord; ii) o questionário dos professores; iii) as avaliações orais e escritas. Na análise do corpus selecionado, atentou-se para currículos e avaliações do Ensino Médio em contraste no Brasil e na França, isto é, observou-se como o ENEM e o bac são trabalhados com os alunos cá e lá; como se realiza o ensino/aprendizagem ¿ seja através da leitura em voz alta ou da escrita ¿ dos gêneros poéticos em sala de aula. Constatou-se que, por detrás dos muros dos lycées franceses e das escolas brasileiras, há muito mais semelhanças nas práticas pedagógicas que diferenças. Tanto cá quanto lá, os alunos procuram burlar os formalismos poético e institucional ao se interessarem pela pessoa do poeta, ao soltarem a voz no rap de protesto, ao interpretarem Rimbaud à sua maneira, ao escreverem poesias com palavras vulgares, ao se deixarem tocar pelo discurso poético: ao (se) ler, (se) dizer, (se) escrever, o aluno-leitor de poesias se coloca no mundo
Abstract: Situated in the field of Applied Linguistics, particularly in the area of concentration Languages and Linguistic Education, this thesis aims at discussing, with regard to history and the shadowing of the Shakespearean wandering "to be or not to be", whether literary and poetic genres are or are not discursive/textual genres. In order to do so, a theoretical discussion will be drawn regarding Bakhtin (1990, 2003), Bosi (2000), Combe (1992), Eagleton (1997, 2012), Genette et al (1986), Macé (2004), Marchuschi (2008), Nancy (2004), Schaeffer (1989), Siscar (2010), Smith (2001), and Tezza (2006). Assuming the perspective of an Applied Linguistics that is transdisciplinary (Cavalcanti,1998; Celani, 1998; Fabrizio, 2006; Kleiman, 1998; Rajagopalan, 2006; Rojo, 2006; Signorini, 1998), indisciplinary (Moita Lopes, 1998, 2006), and transgressive (Pennycook, 2006), the research will seek roots in and cross bonds with France by investigating the influences and heritages of French pedagogy in Brazilian secondary education, especially in the nineteenth century, when the model school Colégio Pedro II was a national reference and imported its curricula from French lycées (Razzini, 2000). Besides the Colégio Imperial, the Congregações Maristas, the Liceus and the Escola Normal also belong to such legacy. Considering it, the thesis investigates Literature teaching in contemporaneity, seeking both to highlight the presence of poetic genres in curricula and official assessments established by the Ministry of Education of Brazil, and to question and claim the place of literary and poetic genres in official documents that rule the national high school. Also, it contrasts the assessments of Brazil¿s National High School Exam (ENEM) and France¿s Baccalauréat (bac), always attentive to the type of training (skills and abilities of Languages, Codes and its Technologies) that students are expected to have in this level of schooling. As a final step, and aligned with a methodology of generating records and critical data analysis (Moita Lopes, 1994), a qualitative, subjectivist and interpretivist ethnographic-orientated field research (Kleiman, 1998) is conducted. The observation of a total of 90 hours of lessons of Mother Tongue, both in Brazil and in France, was carried out using the triangulation technique: i) class record book and journal de bord; ii) teachers¿ questionnaire; iii) oral and written assessments. The analysis of selected corpora took into consideration the curricula and assessments of high school comparing Brazil and France, that is, how the contents of ENEM and bac are worked with students of both countries; how poetic genres¿ teaching/learning process is performed in the classroom - whether through reading aloud or writing. Study results show that, behind the walls of French lycées and Brazilian schools, there are far more similarities than differences in regarding the teaching practices. In both nations, students try to detour themselves from poetic and institutional formalities becoming interested in the poet¿s selfhood, expressing themselves in protest rap, interpreting Rimbaud in their own way, writing poetry with vulgar words, letting themselves be touched by poetic discourse: by reading (themselves), saying (themselves) and writing (themselves), student-readers of poetry place themselves in the world
Doutorado
Lingua Materna
Doutora em Lingüística Aplicada

La rénovation de la voie professionnelle en 2009 a abouti à la mise en place du baccalauréat professionnel en trois années de formation après la classe de troisième. Les enjeux sociaux et politiques affichés par le ministère s’articulent autour d’un objectif d’élévation des niveaux de qualification pour favoriser l’employabilité des jeunes. Nous avons contextualisé la mise en place de cette politique dans un secteur de formation particulier, le secteur sanitaire et social. Nous étudions à partir d'écrits scolaires et institutionnels et d'entretiens d'élèves le lien entre, d’une part, les enjeux politiques et économiques nationaux présidant à l’élaboration des diplômes, et, d’autre part, la façon dont les enseignants et acteurs de la formation investissent le nouveau référentiel et ses incidences sur le rapport au curriculum et la construction professionnelle des élèves
The renovation of the vocational education and training (VET) in 2009 led to the introduction of the vocational baccalaureate in three years of training. The social and political issues raised by the ministry revolve around a goal of raising the levels of qualification to promote the employability of young people. We have contextualized the implementation of this policy in a particular training sector, the health and social sector. We study from academic and institutional writings and student interviews the link between, on the one hand, the national political and economic issues governing the development of diplomas, and, on the other hand, the way in which teachers and VET actors invest in the new curriculum and its impact on the relationship to the curriculum and the professional construction of students