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Journal articles on the topic 'Baccalaureus'
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Shookman, Ellis. "Goethe’s Baccalaureus and the concept of romantic irony inFaust." European Romantic Review 20, no. 4 (October 2009): 491–511. http://dx.doi.org/10.1080/10509580903220602.
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Haron, Muhammed. "Mounting an “Islamic Studies” Program." American Journal of Islam and Society 32, no. 1 (January 1, 2015): 135–53. http://dx.doi.org/10.35632/ajis.v32i1.965.
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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.
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Budiman, Kalvin S. "Mengubah Air Filsafat Menjadi Anggur Teologi." Veritas : Jurnal Teologi dan Pelayanan 11, no. 2 (October 1, 2010): 171–85. http://dx.doi.org/10.36421/veritas.v11i2.233.
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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.
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Charlot, Alain. "WHAT FURTHER EDUCATION AFTER THE “BACCALAUREAT”." Higher Education in Europe 13, no. 4 (January 1988): 43–48. http://dx.doi.org/10.1080/0379772880130406.
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van Wyk, Micheal M. "Economics student teachers’ views on the usefulness of a flipped classroom pedagogical approach for an open distance eLearning environment." International Journal of Information and Learning Technology 35, no. 4 (August 6, 2018): 255–65. http://dx.doi.org/10.1108/ijilt-07-2017-0068.
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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.
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Vaganova, Olga Igorevna, and Olga Sergeevna Tsareva. "CHOOSING OF MARKED MEANS OF RESULTS OF BACCALAURS’ PREPARING OF PROFESSIONAL EDUCATION." Sovremennye issledovaniya sotsialnykh problem, no. 4 (August 7, 2015): 30. http://dx.doi.org/10.12731/2218-7405-2015-4-4.
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Fontaine, Jacqueline, and Danielle Ohana. "Gender Strategies and Social Representations: the choice of scientific post-baccalaureat streams in France." European Journal of Education 34, no. 4 (December 1, 1999): 413–24. http://dx.doi.org/10.1080/01418219999214.
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Prost, Antoine. "The creation of the Baccalaureat Professionnel : a case study of decision making in French education." Journal of Education Policy 15, no. 1 (January 2000): 19–31. http://dx.doi.org/10.1080/026809300285980.
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Ouasri, Ali, and Moulay Abderrahim El Mhammedi. "THE OBSERVATION AND ANALYSIS OF DIFFICULTIES OF MOROCCAN FIRST BACCALAUREAT YEAR IN PHYSICAL AND CHEMISTRY SOLVING PROBLEM." Slavonic Pedagogical Studies Journal 7, no. 1 (2018): 178–200. http://dx.doi.org/10.18355/pg.2018.7.1.17.
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Ouasri, Ali. "A study of Moroccan pupils' difficulties at second Baccalaureat year in solving chemistry problems relating to the reactivity of ethanoate ions and to copper–aluminium cells." Chemistry Education Research and Practice 18, no. 4 (2017): 737–48. http://dx.doi.org/10.1039/c7rp00071e.
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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.
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E. Raynor, Jr., James E. Raynor, Jr, Juliette B. Bell B. Bell, Sherrice V. Allen, Dawayne Whittington, Cathy Baldwin Baldwin, and Amita Naik. "Key Practices and Interventions for Training and Transitioning UR Students from an HBCU into Advanced Degree Programs in the Biomedical Sciences." Atlas Journal of Science Education 3, no. 1 (June 12, 2017): 91–102. http://dx.doi.org/10.5147/ajse.v3i1.81.
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For more than 30 years, institutions funded by NIH had less than an impressive record for achieving diversity in the bio- medical workforce. To address this concern, NIH recently implemented a series of bold initiatives to bridge the gaps in NIH training programs to further promote diversity. However, critical to the success of these initiatives is the timely report- ing, from institutions with large diverse populations such as HBCUs, of evidence-based practices, strategies, and interven- tions for training and transitioning individuals underrepre- sented (UR) in the biomedical sciences from baccalaureate to Ph.D. degree programs. To this end, the purpose of this study is to evaluate the 10-year success of the NIH-funded MBRS Fayetteville State University (FSU) Research Initiative for Scientific Enhancement (FSU-RISE) program for training and subsequent transitioning of UR students from the baccalaure- ate degree into advanced degree programs in the biomedical sciences. We hypothesized that the FSU-RISE program would significantly increase the number of well-prepared under- graduate UR biology and chemistry students who would graduate and transition into advanced degree programs in the biomedical sciences. This article provides evidence-based findings on practices, strategies and interventions for prepar- ing UR individuals from a Historically Black College and Uni- versity (HBCU) for successful entry into Ph.D. programs
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Baque Barrera, Gonzalo Hernán, Angelita del Jesús Zambrano Choez, Nancy Lorena Chipantiza Castillo, Felipe Javier Solís Gutiérrez, and Iván Fernando Macías Delgado. "ESTRATEGIAS EDUCATIVAS PARA LA RESOLUCIÓN DE CONFLICTOS EN LOS ESTUDIANTES DE BACHILLERATO." UNESUM-Ciencias. Revista Científica Multidisciplinaria. ISSN 2602-8166 2, no. 2 (September 26, 2018): 73–82. http://dx.doi.org/10.47230/unesum-ciencias.v2.n2.2018.80.
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Las instituciones educativas, se constituyen en un contexto imprescindible destinado al desarrollo de la socialización y convivencia escolar, debido a que diariamente existen interacciones entre los actores principales de esta dinámica del aprendizaje. Los estudios señalan que, en el nivel de instrucción secundaria, es donde más situaciones de conflictos atraviesan los adolescentes, debido a que están sometidos a múltiples cambios biológicos, físicos y psicológicos o más conocido como crisis de la adolescencia, que son reflejados en la actitud y comportamiento manifestados en su entorno. El abordaje del presente estudio, se realizó sobre una muestra de 120 estudiantes de bachillerato y 10 docentes de la Unidad Educativa Fiscal Pedro Pablo Gómez, parroquia Rural de Jipijapa, Manabí, Ecuador, mediante la aplicación de una metodología descriptiva, de campo y bibliográfica-documental, llevada a cabo durante los meses de octubre-diciembre del 2017. Tuvo por objetivo analizar tácticas que permitan resolver los conflictos, contribuyan a un ambiente de paz, solidaridad y compañerismo. Por ello fue meritorio aplicar diversas estrategias de resolución como la mediación, asertividad, y acciones de prevención como «la aplicación de juegos cooperativos en la labor educativa, «asambleas, la biblioteca escolar, de aula y la planificación didáctica, que permitan potenciar la autonomía, la cooperación, resolución, y corresponsabilidad. Palabras clave: estrategias, conflictos, resolución..ABSTRACT The educational institutions, are constituted in an essential context destined to the development of the socialization and "coexistence school", because there are daily interactions between the principal actors of this dynamic of the learning. Studies point out that at the level of secondary education, it is where more conflict situations go through adolescents, because they are subjected to multiple biological, physical and psychological changes or better known as "adolescence Crisis", which They are reflected in the attitude and behavior manifested in their environment. The approach of the present study, was carried out on a sample of 120 students of Baccalaureat and 10 teachers of the educational unit Pedro Pablo Gómez, Rural Parish of Jipijapa, Manabí, Ecuador, by means of the application of a descriptive methodology, of field and bibliographic-documentary, carried out during the months of October-December of the 2017. It aimed to analyse tactics that would resolve conflicts, and contribute to an environment of peace, solidarity, fellowship. It was therefore meritorious to apply various strategies of resolution such as mediation, assertiveness, and prevention actions such as "the application of cooperative games in educational work," assemblies, the school library, classroom and didactic planning, which Empowering autonomy, cooperation, resolution, and stewardship.Keywords: Strategies, conflicts, resolution.
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Choi, Kwangman. ""The Successful Rate in Baccalaureat(So-gwa, 小科) and Civil Service Examination(Dae-gwa, 大科) of the Honor Students from Four National Affiliated Schools(Sa-hak, 四學) in the 18th～19th century of Joseon Dynasty"." History of Korean Education 40, no. 3 (June 30, 2018): 197–223. http://dx.doi.org/10.15704/kjhe.40.3.201809.197.
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"Baccalaureus in Holland." Nachrichten aus Chemie und Technik 16, no. 17 (April 25, 2010): 293. http://dx.doi.org/10.1002/nadc.19680161707.
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Mathevula, Friddah R., and Lunic B. Khoza. "Nurse educators and student nurse neophytes’ perceptions of good interaction in the classroom setting." Health SA Gesondheid 18, no. 1 (June 3, 2013). http://dx.doi.org/10.4102/hsag.v18i1.669.
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The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to respond positively during the learning process. The purpose of this study was to determine the nurse educators’ and student nurse neophytes’ perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: ‘What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?’ The accessible population in this study were all student nurse neophytes registered with the University of Venda for the Baccalaureus Curationis, and nurse educators responsible for teaching first-year student nurses in this programme. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted to arrive at 10 male and 15 female students. The sampling method relating to nurse educators was purposive sampling. Focus groups were used to interview students using individual in-depth interviews to gather data from nurse educators. Coding was used to organise the data collected during the interviews. The study revealed that nurse educators and student nurse neophytes concur that the ethical behaviours influencing good interaction are respect and support, good communication, honesty and openness. Age, gender and cultural background were also factors. The participants further indicated that good interaction has benefits such as improved co-operation levels, the enhancement of learning, the improvement of pass rates, and a reduction in dropout rates. In conclusion, there is a need for nurse educators and student nurses to develop good practices to promote good interaction in the classroom setting.Die wyse waarop die interaksie tydens die eerste sessie in die klaskamer benader word, bepaal dikwels die atmosfeer vir die res van die leerperiode. Goeie interaksie is dus nodig tussen die verpleegopvoeder en die verpleegnuweling-studente om studente te help om verantwoordelikheid te aanvaar en om positief tydens die leerproses te reageer. Die doel met die studie was om te bepaal wat die persepsies van verpleegopvoeders en verpleegnuweling-studente is ten opsigte van goeie interaksie in die klaskameropset. Die studie het gepoog om die volgende vraag te beantwoord: ‘Wat word deur verpleegopvoeders en verpleegnuweling-studente beskou as voorbeelde van goeie interaksie in die klaskameropset?’Die toeganklike populasie vir die studie was al die verpleegnuweling-studente wat vir die Baccalaureus Curationis aan die Universiteit van Venda geregistreer is, sowel as die verpleegopvoeders wat verantwoordelik is vir die onderrig van die eerstejaar verpleegstudente. Die studie het gebruik gemaak van waarskynlike, ewekansige gestratifieerde steekproeftrekking om twee heterogene groepe studente te trek. Veertig eerstejaarstudente is opgedeel in homogene substelle van 15 manlike en 25 vrouike studente. Die steekproef van die verpleegoopvoeders is met behulp van doelbewuste steekproeftrekking getrek. Fokusgroepe is gebruik om onderhoude te voer met die studente. In-diepte onderhoude is met die verpleegopvoeders gevoer om inligting in te win. Kodifisering is gebruik om die data te organiseer wat tydens die onderhoude ingewin is. Die studie het getoon dat sowel verpleegopvoeders as verpleegnuwelinge saamstem dat respek, ondersteuning, goeie kommunikasie, eerliklheid en openheid etiese gedragspatrone is wat goeie interaksie beïnvloed. Ouderdom, geslag en kulturele agtergrond is ook faktore. Die deelnemers het verder aangedui wat goeie interaksievoordele inhou, soos verbeterde vlakke van samewerking, die verbeterde leerproses, verhoging in slaagsyfers en die afname in uitsakkingsyfers. Opsommenderwyse is daar ‘n behoefte aan verpleegopvoeders en verpleegnuweling-studente om goeie praktyke ten opsigte van goeie interaksie in die klaskameropset te ontwikkel.
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Le Roux, Loretta Z., and Thembisile D. Khanyile. "A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape." Curationis 34, no. 1 (September 27, 2011). http://dx.doi.org/10.4102/curationis.v34i1.53.
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The purpose of the study was to compare the extent to which the different teaching approaches applied in the Baccalaureus Curationis programme adequately prepare graduating learners for professional competence. The research methodology was a quantitative approach, based on descriptive research, with a clinical competence development model to guide the data collection procedure. The target population of the study included a sample of 250 learners in the four-year B.Cur programme, that extended from first-to-fourth-year. Stratified random sampling was applied to select the sample learners for this research and data were collected by means of a five-point Likert scale questionnaire. Data were organised and managed using the SAS statistical software package. Descriptive statistics were gathered with measures of central tendency and dispersion included, and their findings were illustrated on descriptive tables. A correlation technique was applied to determine the effects of the independent variable on the dependent variable.The results of the study indicated that progression in competence did not occur as learners progressed through higher levels of their training, except during the third-year of study. However, the study’s results confirmed the strengths of the Case-based clinical reasoning approach to teaching and learning. This approach is able to combine the strengths of the traditional methods, which dealt with large class sizes and that had a focus on learner centred learning, with a focus on clinical practice. This approach provides realistic opportunities for learners to experiment with solutions to dilemmas encountered in real life situations, from the protected and safe environment of the classroom. The first-year learners who were observed in this study, who although novices, were exposed to Case-based teaching approaches and showed more self-perceived competence than learners in later years. This occurred in spite of the limited exposure of the first-year learners to real life clinical situations. The outcome of this study recommends that more studies are conducted, in the School of Nursing at the University of the Western Cape (UWC), to explore teaching and learning approaches that fully maximise the clinical and theoretical competencies of the learners. The outcome further recommends that learner-centred teaching approaches, such as Case-based method, are applied to all year levels of study in the B.Cur programme, due to its proven value when it was applied to first-year learners. The Case-based clinical reasoning approach to learning, that has been implemented at the school, promotes competence and self confidence in learners and has enhanced their sense of responsibility to be actively involved in their own learning.
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Grobler, A. B., and J. L. Van der Walt. "An assessment of the management skills required of ministers in the Reformed Churches of South Africa." In die Skriflig/In Luce Verbi 42, no. 4 (July 27, 2008). http://dx.doi.org/10.4102/ids.v42i4.289.
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A congregation is not a business, and to manage it as such would be inappropriated. Although the church is primarily invis- ible and spiritual by nature, in this world it is functioning as an institution which must be managed efficiently and effectively to ensure that everything is done successfully and in good order. A major part of the responsibility to ensure order and effective- ness rests on the shoulders of the minister. The training of as- piring ministers in the Reformed Churches of South Africa does not involve specific training in managing and leading an organi- sation. This fact might leave them vulnerable, especially in the earlier stages of their careers. Although some people are blessed with natural skills and ta- lents regarding management and leadership, it has been pro- ven that management skills required to manage an organisation successfully can be acquired by means of study and training. An empirical study was performed to determine whether training in management could assist ministers in the execution of their calling. A questionnaire was sent to all the ministers of the Re- formed Churches of South Africa regarding the scope of circum- stances in a congregation which can be compared with other organisations, as well as the minister’s role in managing the situations. The research concludes with a recommendation that considera- tion should be given to include a course on management in the training syllabus of aspiring ministers. Furthermore, it is sugges- ted that this course be developed specifically taking into ac- count the background and circumstances of the Reformed Churches of South Africa, and should not be generic like the course which is included for Baccalaureus Commercii or Mas- ters of Business Administration (MBA) students.
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"Ein Baccalaureat in Chemie." Nachrichten aus Chemie und Technik 16, no. 8 (April 25, 2010): 131–32. http://dx.doi.org/10.1002/nadc.19680160803.
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Bruce, Judith C., and Melanie L. Lack. "Using subjective judgement to determine the validity of a tutorial performance evaluation instrument." Health SA Gesondheid 14, no. 1 (May 25, 2009). http://dx.doi.org/10.4102/hsag.v14i1.409.
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Evaluating students’ learning performance is dependent on assessment criteria from which valid inferences can be made about student learning. An existing 36-item instrument used to evaluate baccalaureate nursing students’ performance in problem-based learning tutorials was presented to experts in nursing for their subjective judgement of item validity. Quantitative analysis of data sets from experts’ judgements was used to construct a valid measurement scale for evaluating students’ tutorial performance. The objectives of the study were to determine the content validity of items in a tutorial performance evaluation (TPE) instrument and to determine the construct validity of items through paired comparison of main and sub-items in the instrument. Academic experts (n = 8) from two South African universities were selected by means of purposive, maximum variation sampling. Data were collected in three rounds of the Delphi technique, which incorporated the Subjective Judgement Model for paired comparison of instrument items. Experts’ ratings were captured on a visual analogue scale for each item. Relative item weights were determined using paired comparisons. Statistical analysis resulted in ratio scale data, each item being assigned a ratio relative to its weight. It was concluded that quantitative analysis of subjective judgements is useful to determine the construct validity of items through paired comparison of items in a TPE instrument. This article presents the methodological perspectives of subjective judgement to establish instrument validity.OpsommingDie evaluering van studente se leervermoë is afhanklik van die waardebepalingskriteria waarvan geldige afleidings betreffende die student se leerervaring gemaak kan word. ’n Bestaande instrument met 36 items waarmee baccalaureus-verpleegkundestudente se prestasie in die probleemgebaseerde leertutoriale geëvalueer is, is aan kundiges in verpleegkunde gegee vir subjektiewe beoordeling van die geldigheid van die items. ’n Geldige meetinstrument vir die evaluering van studente se tutoriale prestasie is ontwerp deur van die kwantitatiewe ontleding van die datastelle op grond van die kundiges se oordeel gebruik te maak. Die doelwitte van die studie was om die inhoudsgeldigheid van items in ’n evaluerings-instrument van tutoriale prestasie te bepaal en om die konstrukgeldigheid van items te bepaal deur die gepaarde vergelyking van hoof- en sub-items in die instrument. Akademiese kundiges (n = 8) van twee Suid-Afrikaanse universiteite is deur middel van doelgerigte, maksimale variasie-steekproeftrekking geselekteer. Data is deur middel van drie rondtes van die Delphi-tegniek ingesamel, wat die subjektiewe oordeelmodel vir gepaarde vergelyking van die instrumentitems ingesluit het. Die kundiges se beoordeling is op ’n visueleanaloë-skaal vir elke item weergegee. Relatiewe itemgewigte is deur middel van gepaarde vergelyking bepaal. Statistiese ontleding het verhoudingskaaldata tot gevolg gehad, en elke item is van ’n verhouding relatief tot die gewig voorsien. Daar is bevind dat kwantitatiewe ontleding van subjektiewe beoordeling bruikbaar is om die geldigheid van ’n konstruk deur gepaarde vergelyking van items in ’n evalueringsinstrument van tutoriale prestasie te bepaal. Hierdie artikel bied die metodologiese perspektiewe van die subjektiewe beoordeling aan om die geldigheid van die instrument te bepaal.
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"Call for Abstracts – Habemus doctores! Habemus baccalaureos! – Management in der Pflege." ProCare 17, no. 6-7 (September 2012): 40–41. http://dx.doi.org/10.1007/s00735-012-0671-9.
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Abbassi, Zohra. "Les Epreuves Sportives Du Baccalaureat Selon Les Appreciations Des Parents De Lyceens." المجلة الجزائرية للعلوم الاجتماعية والانسانية, 2016, 9. http://dx.doi.org/10.52125/2237-000-006-013.
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Erica Wille and Ann Strode. "THE IMPACT OF THE ACADEMIC SKILLS PROGRAMME ON PASS RATES IN THE INTRODUCTION TO SOUTH AFRICAN LAW MODULE AT THE SCHOOL OF LAW (PIETERMARITZBURG CAMPUS) OF THE UNIVERSITY OF KWAZULU-NATAL." Obiter 38, no. 2 (August 15, 2017). http://dx.doi.org/10.17159/obiter.v38i2.11452.
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In the last two decades, the legal profession has frequently criticized the quality of South African law graduates; in particular many have suggested that students are leaving university without the skills necessary to be successful lawyers. This has placed pressure on law schools to respond in a variety of ways; including through introducing academic skills development programmes. The University of KwaZulu-Natal’s School of Law, Pietermaritzburg, is one such institution which introduced an academic skills programme in 2006. Many reasons have been put forward for the under-preparedness of young law graduates including; firstly, universities are unceasingly having to admit students who are underprepared for academic study. Secondly, the Baccalaureus Legum (LLB) was transformed from being a two-year post-graduate qualification to the current four-year undergraduate degree. In other words, law students must now complete their legal studies in four rather than five years at university. Thirdly, universities are under enormous financial pressure and it is costly to provide sufficient support to students during their studies to compensate for this lack of preparedness. The unintended consequences of all of these changes has been that less well-prepared students must both graduate and acquire the requisite skills to be good lawyers in a shorter period of time thus placing great pressure on them and law teachers.Universities and tertiary institutions worldwide run academic skills development programmes. These programmes range from narrowly focusing on writing and oral presentation skills to focusing on broader generic study skills that are needed for law students. The University of KwaZulu-Natal’s School of Law, Pietermaritzburg, focused its response to academic skills development around the introduction of a new position, that of Academic Development Co-ordinator (ADC). The first ADC was appointed in 2006. They began by adopting a five-strand approach which aimed at providing: generic skills tutorials, mandatory counselling sessions for at-risk and probation students, embedded writing development interventions in various courses, staff development and special writing tutorials.In 2010, an academic skills programme was formally integrated into the curriculum of Introduction to South African Law, a first-year module for LLB students. Currently, the programme is still running and consists of a weekly session with the ADC. These are held in lecture-style sessions dealing with: time management, making the most of lectures, learning styles, test preparation, academic/legal reading, summarizing, answering legal problem-type questions, essay writing, case reading, reading legal and journal articles. All the lecture material is contained in a manual which is distributed to students at the start of the semester. Although there is no formal assessment for the course, students have to hand in set tasks. Lecture attendance is compulsory and a register is taken at every lecture. Students who do not attend lose their Duly Performed certificate (DP) and are prohibited from writing the exam.Six years after formally integrating the academic skills programme into Introduction to South African Law it needs to be asked: “Has it had a positive impact on student success?” This is obviously a complex question which depends on how one would measure success. This note is an exploratory one which reports on a small quantitative and qualitative study undertaken by the School of Law (Pietermaritzburg campus) at the University of KwaZulu-Natal during 2015. The study used pass rates in the Introduction to SA Law module as a proxy maker for student success. It also obtained student perceptions of the course to review its relevance and effectiveness and finally, it reviewed its content against a scale of factors which could predict the ability of a student to succeed which had been developed elsewhere.
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Urbain, NDIGMBAYEL Reoular. "REGULATION OF LEARNING AND RESULTS OF BACCALAUREAT IN SCIENCE: CASE STUDY OF REGION OF MAYO- KEBBI EAST (CHAD)." American Journal of Educational Research and Reviews, 2016. http://dx.doi.org/10.28933/ndigmbayel-ajerr-072016.
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Sacchi Landriani, Giannantonio. "D’ALEMBERT EDITORE E “PHILOSOPHE”." Istituto Lombardo - Accademia di Scienze e Lettere - Rendiconti di Scienze, June 26, 2020. http://dx.doi.org/10.4081/scie.2018.660.
Full textAbstract:
On November 16, 1717 on the steps of Saint Jean-Baptiste le Rond de Paris, a newborn was found, and he was given the name of the discovery place. He was placed with a poor craftsman family until he was an adult. Out of this poor origin grew up a man of strong intellectual force and social distinction. At the age of twelve he was admitted the Mazzarino College, then placed in the La Coupole building, which from 1805 hosts, in quai Conti, the Institute de France together with his ve academies. In the Mazzarino College the joung man gave himself the pseudonym of D’Alembert, got the Baccalaureat when he was eighteen, and became attorney at the age of 24. He was attracted from scientic disciplines and in particular from mathematics, in which he showed an exceptional attitude. Very soon he published works of such an interest to be admitted to the Acad´emie des Sciences when he was 24. In few years he published four works of mechanics: (SOLID, FLUID, CELESTIAL). In 1758 he published the TRAITE´ DE DYNAMIQUE which can be considered a landmark of scientic culture of the XVIII century. In 1751 the rst volume of the monumental E´NCYCLOPE´DIE appeared; he was co-editor with DIDEROT. The Kings: LUIGI XV DI FRANCIA, FEDERICO II DI PRUSSIA, CATERINA II DI RUSSIA have been the main sponsors of D’Alembert, together with other “Philosophes”. They were absolute monarchs, who maybe did not agree with the ideas of Enlightenment, but were forced by the public opinion to show respect in their regards.