Dissertationen zum Thema „Scholasticus“
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Gardiner, Luke Charles Alfred. „'The truth is bitter' : Socrates Scholasticus and the writing of a history of the Christian Roman empire“. Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/265614.
Der volle Inhalt der QuelleHarris, Kevin Brice. „Fifth-Century Views of Conversion: A Comparison of Conversion Narratives in the Church Histories of Sozomen and Socrates Scholasticus“. The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364297607.
Der volle Inhalt der QuelleBurton, Simon James Gowan. „Hallowing of logic : the Trinitarian method of Richard Baxter's Methodus Theologiae“. Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/7821.
Der volle Inhalt der QuelleMcCabe, Benjamin. „Sir Gawain and Scholasticism“. Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19599.
Der volle Inhalt der QuelleNoël, Martin. „Prêcher par l'histoire : les sources de six historiens du haut moyen âge (VIIe-XIe siècles)“. Master's thesis, Université Laval, 2003. http://hdl.handle.net/20.500.11794/17756.
Der volle Inhalt der QuelleFitzpatrick, A. „Bodily identity in scholastic theology“. Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1411124/.
Der volle Inhalt der QuelleChin, Clive S. „The inspiration and authority of the Bible continuity and discontinuity of Reformed Scholasticism with the Reformation /“. Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
Der volle Inhalt der QuelleTucker, Luke Rohan. „Devotio Moderna: Confrontations with Scholastic, University Culture“. Thesis, University of Sydney, 2021. https://hdl.handle.net/2123/24539.
Der volle Inhalt der QuelleBrigham, Stephen King 1950. „Architectural archives: Redefining archives as scholastic tools“. Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291404.
Der volle Inhalt der QuelleZhang, Jing. „An integrative model to predict scholastic performance“. Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17558.
Der volle Inhalt der QuelleThis dissertation deals with the prediction of scholastic performance in Chinese culture. The thesis uses the constructs of fluid intelligence (Gf), broad personality traits (Big Five), narrow personality traits (i.e., self-beliefs and learning approaches), and their complex interplay as predictors of scholastic performance. Following a general introduction summarizing the theoretical foundations as well as outlining the derivation of the Big Five Narrow Trait (B5NT) Model, three papers are presented. In the context of Chinese secondary school students, Paper 1 examined the predictive power of figural reasoning as an indicator of Gf and personality traits on school grades in three subjects (i.e., Mathematics, Chinese, and English), and further investigated their potential interactions. Paper 2 integrated the findings of Paper 1 with the aforementioned B5NT. Within the study, the B5NT is empirically tested and compared to an alternative model proposed in earlier work, the Double Mediation model [DM]. Self-beliefs and learning approaches were considered as relevant mediators within those analyses. In this cross-sectional study, the B5NT model was strongly supported, whereas the DM model did not find strong empirical support. In order to empirically verify the underlying processes from a longitudinal perspective, Paper 3 expanded on the B5NT related findings in a three-wave longitudinal panel design. The findings supported the B5NT model and further warranted a revision model in which reciprocal effects from performance to big traits are suggested. Thus, the presented thesis provides a theoretical model explaining the influence of the Big Five on scholastic performance. Moreover, empirical support for the proposed model from cross-sectional and longitudinal data was found. Finally, integrating interactions with cognitive ability rounds off the perspective.
Attiglah, Mama Agbeko. „Dynamic scholastic control applications in finance and insurance“. Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440674.
Der volle Inhalt der QuelleCasarin, Régis Franco. „O probabilismo na scholastica colonialis segundo Diego de Avendaño“. Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2996.
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Trata-se de um estudo histórico-epistemológico sobre o Probabilismo do Sec. XVI-XVIII desenvolvido na América Colonial, especialmente no Peru, tendo por base o primeiro volume do Thesaurus Indicus de Diego de Avendaño, s.i. Divide-se em três partes: Antecedentes; Tensão moral nas colônias; e O Thesaurus Indicus. Além de ver a relevância histórica e influência deste sistema moral nas colônias espanholas, adentra-se na problemática dos sistemas morais, com especial ênfase no Probabilismo e se expõe, a modo ilustrativo, não sem antes conhecer um pouco Diego de Avendaño, a administração da justiça nas Índias, relatada no Volume I do Thesaurus. Conclui-se que a obra estudada está completamente permeada pelo Probabilismo.
This is a historical-epistemological study on the XVII-XVIII century's probabilism developed in Colonial America, especially in Peru, based on Diego de Avendaño's first volume of his Thesaurus Indicus. It is divided into three sections: Background; moral tension in the colonies, and the Thesaurus Indicus . Besides seeing the historical significance and influence of this moral system in the Spanish colonies, enters into the problem of moral systems, with particular emphasis on probabilism and exposes as an illustration, not without knowing a little of Diego de Avendaño, the management of justice in the Indias, reported in Volume I of the Thesaurus . We conclude that the work in study is totally permeated by the probabilism.
Whelan, Raymond M. „An Irish Scholastic? : the public identity of Archbishop William King (1650-1729) of Dublin“. Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227687.
Der volle Inhalt der QuelleSt, Clair-Thompson Helen. „Working memory and its role in children’s scholastic attainment“. Thesis, Durham University, 2005. http://etheses.dur.ac.uk/2950/.
Der volle Inhalt der QuelleGuáqueta, R. Camilo (Richard Camilo) 1981. „Computer simulations for a scholastic theory of granular drainage“. Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/17613.
Der volle Inhalt der Quelle"June 2003."
Includes bibliographical references (leaf 44).
There is a surprising lack of good models for granular flow. In 2002, Bazant proposed a new stochastic kinematic model of granular drainage from a silo. The new model rests on the notion that flow in the silo is caused by the migration of extended regions of excess interstitial space upward from the orifice at the bottom. An implementation of this model with the purpose of simulating the behavior of particles in the silo was developed by the author, and several results were obtained using simulations carried out with this implementation. As regards particle streamlines, average velocity profiles, predictions of particle mixing and of particle diffusivity, it was found that qualitative and quantitative agreement with experiments was excellent, in particular for a specific version of the implementation. This version uses a self-correlated random walk to describe the motion of the excess interstitial space through the silo. The model can also be used to make predictions about many other features of the granular flow (such as granular temperature), that are not as accessible through experiment's, and for which empirical behavior is not well known. In particular, the implementation of the model developed in this work can be used to simulate three dimensional flow, whereas existing experimental techniques are limited to observing two dimensions.
R. Camilo Guáqueta.
S.B.
Reyes, Cardenas Paniel. „The place of scholastic realism in Peirce's pragmatist philosophy“. Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6984/.
Der volle Inhalt der QuelleLopez, Francesca. „Educational Policy and Scholastic Competence Among English Language Learners“. Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.
Der volle Inhalt der QuelleBickart, Noah Banjamin. „Tistayem| An Investigation into the Scholastic Culture of the Bavli“. Thesis, The Jewish Theological Seminary of America, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738081.
Der volle Inhalt der QuelleThis dissertation investigates the meaning and usage of a particular set of linguistically related Talmudic terms in order to show how and in what cultural context the Talmud began to take shape in the emerging scholastic centers of rabbinic learning in late Sassanian Babylonia. The term tistayem is here defined as meaning, "let it be promulgated" and is thus shown to be inherently redactional in nature. By its very meaning and the way it is employed it speaks to the ordering of extant traditions in new literary frameworks. This term has analogs both in early sources dating from Amoraic disciple circles, in which an analogous term was used to indicate the process by which different reports of statements could be combined to achieve a more authoritative version of a tradition, and in later texts from Geonic times in which the term comes to denote a specific kind of scholastic practice in which traditions were ordered for easy memorization and promulgation. Additionally, parallels to these terms are found in the literatures of Syriac speaking Christians providing avenues for comparisons between these scholastic cultures which shared scripture, language and similar modes of study as worship. Finally, this study demonstrates the ways in which increasing sophistication in usage of these terms mirrors increasing academization during the Talmudic period. As such, evidence is marshalled in support of a more gradual model of the redaction of the Talmud.
Harlach, Timothy J. „A scholastic center for political science majors: an indoor street“. Thesis, Virginia Polytechnic Institute and State University, 1996. http://hdl.handle.net/10919/54880.
Der volle Inhalt der QuelleMaster of Architecture
Ojakallas, T. „One scholastic approach: does progress require the conquest of nature?“ Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/26669.
Der volle Inhalt der QuelleAdams, William F. (William Franklin). „Identification of College Freshmen According to Scholastic and Persistence Potential“. Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279134/.
Der volle Inhalt der QuelleRosemann, Philipp W. „Omne agens agit sibi simile : a repetition of scholastic metaphysics /“. Leuven : Leuven university press, 1996. http://catalogue.bnf.fr/ark:/12148/cb39106139j.
Der volle Inhalt der QuelleMashilwane, Mahlotle Pauline. „Socio-economic status and their impact on scholastic performance (achievement)“. Thesis, University of Limpopo, 2001. http://hdl.handle.net/10386/2082.
Der volle Inhalt der QuelleThe aim of this study was to examine the impact of socio-economic factors on scholastic performance (achievement) ofleamers in the secondary school. The study was conducted in the Southern Region of the Northern Province, in the Nebo District. The Southern Regio which is made up of basically Nebo and Sekhukhune, forms part of the former Lebowa and is basically rural. A literature study was-conducted, which unravelled and brought into surface factors of social and economic nature, which are contrary to effective learning and contributes towards poor performance, especially in public secondary schools. Literature study revealed that learners from disadvantaged backgrounds especially in the rural communities have their learning process heavily affected and disturbed by social and economic factors. An empirical survey was also conducted to establish the views and opinions of parents, educators and the learners themselves. A qualitative research method was used. Letebele Marishane Secondary School in Ngwaritsi circuit was used as a case study. Educators completed questionnaire whilst learners and parents were engaged in focus group interviews (discussion groups). Information gathered through observations was also taken into account. Both the literature review and the empirical survey agreed that the learner's background that is his/her family, home environment; his/her neighbourhood and other factors of economic and social nature can impact positively or negatively on performance in the classroom. That is, according to information gathered, learners from advantaged backgrounds stand a better chance in the classroom than learners from disadvantaged backgrounds. It is evident therefore that poverty that prevails amongst the rural communities impacts on learning and performance in the examination and other classroom activities.
Coulter, Dale M. „Per visibilia ad invisibilia : theological method in Richard of St. Victor (d. 1173)“. Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273141.
Der volle Inhalt der QuelleHampton, Stephen William Peter. „Reformed scholasticism and the battle for orthodoxy in the later Stuart church“. Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270668.
Der volle Inhalt der QuelleBrooks, Benjamin. „Educating for a Good Life: An Investigation into Quality of Life, Educational Attainment, Scholastic and Non-Scholastic Learning Experiences, and the Economics-Based Model of Schooling“. University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313684449.
Der volle Inhalt der QuelleIslam, Tajul. „Scholastic traditional minimalism : a critical analysis of Intra-Sunni sectarian polemics“. Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18952.
Der volle Inhalt der QuelleSteele, Charles Noah. „Scholastic aptitude test scores and the economic returns to college education“. Thesis, Montana State University, 1990. http://etd.lib.montana.edu/etd/1990/steele/SteeleC1990.pdf.
Der volle Inhalt der QuelleFimister, Alan Paul. „Neo-scholastic humanism and the re-unification of Europe, 1878-1958“. Thesis, University of Aberdeen, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446576.
Der volle Inhalt der QuelleCogar, Margaret. „Gatekeeping in Scholastic Journalism: Examining factors that predict student content decisions“. Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1627380228967214.
Der volle Inhalt der QuelleGiladi, Mira. „#Manof or not to be' : the influence of the resocialisation process at Manof Youth Village on abused teenage dropouts from previous frameworks at risk of deterioration“. Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247786.
Der volle Inhalt der QuelleWallraff, Martin. „Der Kirchenhistoriker Sokrates : Untersuchungen zu Geschichtsdarstellung, Methode und Person /“. Göttingen : Vandenhoeck & Ruprecht, 1997. http://catalogue.bnf.fr/ark:/12148/cb36989388n.
Der volle Inhalt der QuelleBloch, David. „Aristotle on memory and recollection : text, translation, interpretation, and reception in Western scholasticism /“. Leiden : Brill, 2007. http://catalogue.bnf.fr/ark:/12148/cb41031433j.
Der volle Inhalt der QuelleContient une éd. du texte grec de De la mémoire et de la réminiscence avec trad. anglaise en regard. Bibliogr. p. 245-254.
Hutto, Rodney Dean. „Teacher evaluation and development and student performance“. Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008259.
Der volle Inhalt der QuelleWilliams, Kevin. „The role of psychopathy in scholastic cheating: self-report and objective measures“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/198.
Der volle Inhalt der QuelleSchneider, Rebecca [Verfasser]. „Scholastic achievements and academic self-concepts in elementary school students / Rebecca Schneider“. Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2018. http://d-nb.info/1223452700/34.
Der volle Inhalt der QuelleLaws, Brent C. „The Phenomenon of Abstract Cognition Among Scholastic Chess Participants: A Case Study“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2458.
Der volle Inhalt der Quelle陳衍輝 und Hin-fai Gregory Chan. „Selection for admission to the undergraduate programmes of the University of Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B29910857.
Der volle Inhalt der QuelleBraun, Harald E. „Scholasticism and humanism in the political thought of Juan de Mariana, SJ : (1535-1624)“. Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365500.
Der volle Inhalt der QuelleLang, Uwe Michael. „Studies in the Christology of John Philoponus and its setting in the controversies over Chalcedon“. Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312636.
Der volle Inhalt der QuellePenn, Stephen. „Truth, time and sacred text : responses to medieval nominalism in John Wyclif's Summa de Ente and De Veritate Sacrae Scripturae“. Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/16328/.
Der volle Inhalt der QuellePark, Hoon. „A study of liturgy with special reference to F. Turretin (1623-1687) and its relevance for Korea“. Pretoria : [S.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01072009-120137/.
Der volle Inhalt der QuelleFinch, Lindsey Beth. „An investigation of pervasive scholastic stress within a selective, single-sex educational environment“. Thesis, Ulster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423452.
Der volle Inhalt der QuelleKoning, Frederic John. „The doctrine of predestination in scholastic Calvinism an evaluation of the Muller thesis /“. Theological Research Exchange Network (TREN) Access this title online, 1999. http://www.tren.com/search.cfm?p048-0234.
Der volle Inhalt der QuelleGonzalez, Eugenia C. „Effects of language priming on timed scholastic tests administered to Spanish-English bilinguals“. To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Der volle Inhalt der QuelleLindholm, Stefan [Verfasser]. „Jerome Zanchi (1516–90) and the Analysis of Reformed Scholastic Christology / Stefan Lindholm“. Göttingen : Vandenhoeck & Ruprecht, 2016. http://www.v-r.de/.
Der volle Inhalt der QuelleBrett, Annabel S. „Subjective right and human agency in later scholastic thought c. 1250 - c. 1560“. Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318291.
Der volle Inhalt der QuellePetrill, Stephen Anthony. „The phenotypic and genetic relationships among school-related temperament, intelligence, and scholastic achievement“. Case Western Reserve University School of Graduate Studies / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=case1057952905.
Der volle Inhalt der QuelleLivingston, Carol Vagner. „The privilege of pedagogical capital a framework for understanding scholastic success in mathematics /“. Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/90.
Der volle Inhalt der QuelleMoran, Virginia Rabor. „Perceived scholastic competence in children: What roles do acculturative stress and coping pay?“ CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/485.
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