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Relevant bibliographies by topics / Council of Pisa (1134)

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Academic literature on the topic 'Council of Pisa (1134)'

Author: Grafiati

Published: 29 July 2024

Last updated: 31 July 2024

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Journal articles on the topic "Council of Pisa (1134)"

1

Forlani, Filippo. "La questione degli schiavi còrsi al concilio di Pisa (1135)." Annuarium Historiae Conciliorum 49, no. 2 (August 17, 2020): 261–80. http://dx.doi.org/10.30965/25890433-04902002.

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Abstract This paper analyzes canon 3 of the council of Pisa of 1135, with which the trade in persons is prohibited, pointing out that this prohibition must be considered valid also for the sale of inhabitants of Corsica, be they men or women. After having drawn up a general overview of the council, it will focus on the text of the third canon to understand the reasons that led the council fathers to deal with the subject of slavery, firmly defending the Corsican population, considered as a “minority” victim of a political and economic system. As we will try to show, the text of this canon is a unicum of its kind and is fully inserted within the panorama of the Church’s teaching on the subject of slavery, adding a new piece to the mosaic of what was already known about the work of the ecclesiastical institution on this subject.

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McHardy, A. K. "Book Reviews : The Council of Pisa." Expository Times 97, no. 9 (June 1986): 286. http://dx.doi.org/10.1177/001452468609700932.

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Pashkin, Nikolai. "On Byzantine Reaction to the Council of Pisa in 1409." Античная древность и средние века 47 (2019): 224–47. http://dx.doi.org/10.15826/adsv.2019.47.016.

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McNamara, Tim. "A Two-Edged Sword." Toegepaste Taalwetenschap in Artikelen 82 (January 1, 2009): 9–19. http://dx.doi.org/10.1075/ttwia.82.02mcn.

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The last two decades have seen the growing use of assessment in the shaping of educational policy in relation to languages. The clearest examples of this in Europe and beyond are the Common European Framework of Reference for Languages (CEFR: Council of Europe, 2001) and the OECD PISA program for testing reading skills of 15 year olds in OECD member countries. What are the positive and negative impacts of such developments? What social, political and cultural values do such assessments embody? The paper examines these issues by considering the impact of PISA testing in Austria, and demonstrates how its results are interpreted within prevailing discourses on immigration and education within Austrian society. It further compares the values implicit in the PISA assessments with those implicit in the CEFR, and argues that both assessment schemes are directed at the furthering of the process of globalization.

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Faggioli, Guglielmo, Antonio Ferrara, Franco Maria Nardini, and Nicola Tonellotto. "Report on the 13th Italian Information Retrieval Workshop (IIR 2023)." ACM SIGIR Forum 57, no. 2 (December 2023): 1–12. http://dx.doi.org/10.1145/3642979.3642990.

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The 13th Italian Information Retrieval Workshop is the thirteenth edition of the annual conference of the Italian information retrieval and recommender systems communities. The two days of the conference gathered interesting studies and research work on a wide range of topics on information retrieval, recommender systems, and natural language processing, such as Search and Ranking, Recommendation, Content Analysis, and Classification, Artificial Intelligence, NLP, Semantics, and Dialog, Domain-Specific Applications, Human Factors and Interfaces, and Evaluation. It was hosted by the National Research Council (CNR) of Italy and the University of Pisa in a conference facility in Pisa, Italy. Date : 8--9 June 2023. Website : http://iir2023.isti.cnr.it/.

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Lewin, Alison Williams. "“Cum Status Ecclesie Noster Sit”: Florence and the Council of Pisa (1409)." Church History 62, no. 2 (June 1993): 178–89. http://dx.doi.org/10.2307/3168142.

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Of all the divisions and crises that the Catholic church endured in its first fifteen hundred years of existence, none was so destructive as the Great Schism (1378–1417). For forty years learned theologians and doctors of canon law argued over whether the pontiff residing in Rome or in Avignon was the true pope. The effects of the schism upon the highly organized administration of the church were disastrous, as were its effects upon society in general. Countless clerics fought over claims to benefices with appointees from the other obedience; the revenues of the church, quite impressive in the mid-fourteenth century, shrank precipitously; and opportunistic rulers especially in Italy did not hesitate to wage private wars under the banner of one or the other papacy, or to prey upon the actual holdings of the church.

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Makieiev, Serhii. "Formation of natural science competency concept based on PISA international research." Bulletin of Luhansk Taras Shevchenko National University, no. 1 (355) (2023): 9–19. http://dx.doi.org/10.12958/2227-2844-2023-1(355)-9-19.

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The article presents an analysis of conceptual apparatus formation of science competency and a role in this process of PISA international study of education quality. The components and aspects of science competency are considered, presented in educational documents of the European Union and the Organisation for Economic Co-operation and Development. It is revealed that recommendations of the European Council and reference frameworks of the European Commission “Key competences for lifelong learning” distinguish such components of science competency as knowledge, skills and attitudes. It is noted that the Organisation for Economic Co-operation and Development framework documents for PISA international study of education quality formulates an equivalent concept of “science literacy”, consisting of a number of aspects – contexts, competencies, knowledge and attitudes. Changes in determination of science literacy in PISA study for the period 2000–2022 and characteristics of its aspects are analyzed. Significant attention is paid to specifics of PISA terminology, its complexity and versatility. Ukrainian definitions of science competency in national normative educational documents and concepts are investigated. It is determined that they are largely focused on foreign recommendations and framework documents of international research, and also distinguish certain components of competency – basic knowledge, skills and attitudes. The author emphasized the need to further borrowing by national education system of world experience in the field of competency approach implementation, in connection with transition of basic school to study by new educational standards on competent basis.

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Anggraena, Yogi. "PENGEMBANGAN KURIKULUM MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM PENALARAN DAN PEMECAHAN MASALAH." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 1 (December 27, 2019): 15–27. http://dx.doi.org/10.35316/alifmatika.2019.v1i1.15-27.

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The Trending topic in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) have become a new standard for mathematics learning. One of the objectives of the study from TIMSS and PISA is to know the students' abilities in reasoning, identifying, and understanding, and using the basic mathematics needed in daily life. Or in other words, students must have mathematical literacy. The concept of mathematical literacy is intended the ability of individuals to formulate, use, and interpret mathematics in various contexts. This includes mathematical reasoning and using mathematical concepts, procedures, facts, and equipment to describe, explain, and predict phenomena or events (OECD, 2013). Indonesia has participated in TIMSS and PISA studies several times, from the TIMSS and PISA study results, it shows that students have not been able to develop optimally about their thinking abilities in mathematics schools and are still low in ability (1) to understand complex information, (2) theory , analysis and problem solving, (3) using tools, procedures and problem solving and (4) conducting investigations. In 2014, the National Council of Teachers of Mathematics (NCTM) stated that learning mathematics today is still too formal, lacks connection with the meaning, understanding, and application of mathematical concepts, and fails to give sufficient attention to the ability of reasoning and solving problem. These results indicate that there needs to be a change in curriculum orientation, which is not to burden students with content but prioritize the aspects of essential abilities needed by all citizens to participate in developing their country in the 21st century. Therefore it is necessary to develop a mathematics curriculum that enhances students' abilities in reasoning and problem solving in order to improve the quality of mathematics for students knowledge and skill in this global era.

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Alexander, Robin. "Moral Panic, Miracle Cures and Educational Policy: what can we really learn from international comparison?" Scottish Educational Review 44, no. 1 (March 13, 2012): 4–21. http://dx.doi.org/10.1163/27730840-04401002.

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In many countries, including the UK, the potential of international student achievement surveys such as TIMSS and PISA is being subverted by political and media fixation on the resulting league tables. These prompt not just well-founded efforts to learn from others’ success but also ill-founded assertions about educational cause and effect, inappropriate transplanting of the policies to which success is attributed, and even the reconfiguring of entire national curricula to respond less to national culture, values and needs than to the dubious claims of ‘international benchmarking’ and ‘world class’ educational standards – the latter equated with test scores in a limited spectrum of human learning. Informing such responses are the attractively simple nostrums of high profile and highly selective literature reviews that massage policymakers’ urge for the quick fix by playing down the complex interplay of culture and schooling and ignoring the kinds of evidence that can provide a truer and more nuanced picture of education systems in action. Using a typology developed by the US National Research Council, the paper critiques three recent and influential examples of this paradigm before illustrating an alternative approach. This draws on the author’s comparative studies of culture and pedagogy to show how explicating the principles that underpin observed classroom practice, rather than copying national policies, can lead to genuine transformation of the quality and outcomes of student learning. The paper ends by contending that PISA panic and the supremacist mindset it feeds have dangerously distorted the debate about what a ‘world class’ education should entail. With PISA 2012 now in progress, policymakers are urged to redress the balance.

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Gröjer, Anette. "Reflection on: “Evaluation, Framing and Power”." Scandinavian Journal of Public Administration 25, no. 3-4 (December 1, 2021): 155–56. http://dx.doi.org/10.58235/sjpa.v25i3-4.7096.

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I have been working in evaluation throughout my entire professional life, both theoretically and in practice. My PhD in Political Science had a specific focus on evaluation. I have worked in a range of evaluation roles including project manager, assessor and head of evaluation departments at authorities such as the Swedish National Agency for Education, the Swedish Higher Education Authority, the Swedish Research Council and the Swedish Agency for Development Evaluation. I have also been part of the European Commission's working groups for planning evaluations and been president and board member of the Swedish Evaluation Society. In this reflection, I mainly focus on the case of PISA, but I also provide an example from the area of higher education.

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Books on the topic "Council of Pisa (1134)"

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1350-1420?, Ailly Pierre d', ed. Peter von Ailli (Petrus de Alliaco): Zur Geschichte des grossen abendländischen Schisma und der Reformconcilien von Pisa und Constanz. Gotha: F.A. Perthes, 1990.

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Dr, Müller Heribert Prof, and Helmrath Johannes, eds. Die Konzilien von Pisa (1409), Konstanz (1414-1418) und Basel (1431-1449): Institution und Personen. Ostfildern: Thorbecke, 2007.

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3

Jürgen, Miethke, and Weinrich Lorenz, eds. Quellen zur Kirchenreform im Zeitalter der Grossen Konzilien des 15. Jahrhunderts. Darmstadt: Wissenschaftliche Buchgesellschaft, 1995.

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4

Councils of the Catholic Reformation: Pisa I (1409) to Trent (1545-63). Aldershot, England: Ashgate Varorium, 2008.

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5

Il papa deposto: Pisa 1409 : l'idea conciliare nel Grande Scisma. Torino: Claudiana, 1985.

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6

Das Generalkonzil im grossen abendländischen Schisma. Paderborn: Ferdinand Schöningh, 1986.

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7

Concilio e Papato nel Rinascimento (1449-1516): Un problema irrisolto. Torino: Claudiana, 1997.

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8

Schisma Als Deutungskonflikt: Das Konzil Von Pisa und Die Losung des Grossen Abendlandischen Schismas. Bohlau Verlag Gmbh & Cie, 2019.

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9

Konziliarismus und Polen: Personen, Politik und Programme aus Polen zur Verfassungsfrage der Kirche in der Zeit der mittelalterlichen Reformkonzilien. Paderborn: F. Schöningh, 1998.

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10

Le concile de Pise: Qui travaillait a l'union de l'Église d'Occident en 1409? Turnhout: Brepols, 2010.

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Book chapters on the topic "Council of Pisa (1134)"

1

Shamatov, Duishon. "Education Quality in Kyrgyzstan and the Programme for International Student Assessment (Pisa)." In The World Council of Comparative Education Societies, 43–62. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-650-9_3.

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2

Rossetti, Edoardo. "Giudizi universali. Reti devozionali e tensioni escatologiche attorno ai gesuati milanesi." In Le vestigia dei gesuati, 189–225. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-228-7.15.

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This essay provides an outline of the familial, social, and cultural network of the Milanese Jesuati between the end of the fifteenth century and the first decades of the sixteenth century. Particular attention is given to their interactions with Cardinal Bernardino López de Carvajal, one of the protagonists of the schismatic Council of Pisa-Milan (1510-1512). Starting from the creation of their settlement of San Girolamo, new documentary evidence is employed to show how the surrounding urban area and the physical buildings that should have been erected there actually mirrored the local network of both the Jesuati and Carvajal. The patronage of the cardinal in San Girolamo and the creation of a Last Judgement fresco are then discussed and connected to the eschatological tensions stirring Milan at the time.

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3

Somerville, Robert. "Another Re-examination of the Council of Pisa, 1135*." In Readers, Texts and Compilers in the Earlier Middle Ages, 101–10. Routledge, 2017. http://dx.doi.org/10.4324/9781315245324-8.

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4

Stump, Phillip H. "From Pisa to Constance." In Conciliar Diplomacy at the Council of Constance (1414–1418), 22–51. BRILL, 2024. http://dx.doi.org/10.1163/9789004538429_003.

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Meyjes, G. H. M. Posthumus. "Gerson and the Council of Pisa, 1409." In Jean Gerson - Apostle of Unity: His Church Politics and Ecclesiology, 146–76. BRILL, 1999. http://dx.doi.org/10.1163/9789004474543_011.

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Meyjes, G. H. M. Posthumus. "From Pisa to the Council of Constance, 1409–1418." In Jean Gerson - Apostle of Unity: His Church Politics and Ecclesiology, 177–203. BRILL, 1999. http://dx.doi.org/10.1163/9789004474543_012.

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Meyjes, G. H. M. Posthumus. "On the way to the Council of Pisa, 1406–1408." In Jean Gerson - Apostle of Unity: His Church Politics and Ecclesiology, 122–45. BRILL, 1999. http://dx.doi.org/10.1163/9789004474543_010.

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Zampolli, A. "Introduction." In Computational Approaches to the Lexicon, 3–16. Oxford University PressOxford, 1994. http://dx.doi.org/10.1093/oso/9780198239796.003.0001.

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Abstract This book was planned as a follow-up to the fifth Pisa International Summer School on Computational Lexicology and Lexicography, organized in 1988 by the group of researchers working in Pisa in the field of computational linguistics (henceforth CL), in the University and in the Institute of Computational Linguistics of the National Research Council (CNR). The 1988 Summer School was sponsored by the European Science Foundation (ESF), a European Association of fifty-nine member research councils and academies in twenty-one countries.

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"23. England, the Papacy and the Council of Pisa (1404–1409)." In Henry IV, 348–65. Yale University Press, 2020. http://dx.doi.org/10.12987/9780300154207-028.

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Mortimer, Sarah. "The Nature of the Commonwealth." In Reformation, Resistance, and Reason of State (1517-1625), 42–62. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780199674886.003.0003.

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An important catalyst for the upsurge of interest in analysing earthly political communities came in 1510, when the French king Louis XII called a Council of the Church to Pisa. Like previous Councils, it encouraged debate about the location, representation, and exercise of power, but the Council at Pisa was especially notable because its defenders—including Jacques Almain and John Mair—leaned heavily on the concept of natural law in making their case against the Pope. By appealing to natural law they made clear that they saw their writings as relevant not only to the internal workings of the Church, but to all communities, temporal as well as ecclesiastical. Soon new arguments began to circulate in Europe in which the basis of political power was grounded in natural law rather than in any direct grant of power from God. These arguments helped to explain why political power was diffused among a number of independent communities rather than united in the Empire, and they could also be used to show how and why the Church was different from the state or temporal community. This chapter also considers alternative ideas about the relationship between Christianity and politics, including those developed by Thomas More, Niccolò Machiavelli, and Francesco Guicciardini.

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Conference papers on the topic "Council of Pisa (1134)"

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Samarescu, Nicoleta. "DIGITAL LITERACY - ANALYZES AND SUGGESTS CROSS-CURRICULAR TEST MODELS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-016.

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Abstract: Digital literacy - analyzes and suggests cross-curricular test models The present study, which is the basis of an extensive research, intends to obtain the key skills using the new technologies for the children enrolled in the development cycle - grade 3 - 4 in the Romanian system or key stage 2(QCDA - Qualification and Curriculum Development Agency), thereby strengthening the idea that "the world requires digital literacy of the children for a total participation in the society" (The Scottish Curriculum for Excellence). The article chronologically goes through the European Council decisions on digital literacy, analyzes and suggests cross-curricular test models aimed at acquiring basic skills: skill to communicate information, information handling skill, skill of ICT management, skill of ICT (Information and Communication Technologies) evaluation (Basic Concepts of Information Technology Microsoft Windows XP, Office software, Communication)). Given the rapid evolution of technology in all areas, as future citizens, students must obtain the skills needed throughout the school in many situations, such as financial information consulting, calendar statistics in tables, charts, graphs, the reading of monetary transactions, interest calculation etc. To cover many such concepts, PISA (Key Competencies from Eurydice European Unit) tests use a digital literacy that relate to students' capacity to select appropriate sources, finding information, classification and verification in order to interpret information, how to develop and refine ideas by collecting, organizing and reorganizing text, charts, pictures,cognitiv map, organizer, sound, animation(Basic Concepts of Information Technology Microsoft Windows XP, Microsoft Office, Communication tools).ICT offers opportunities for: critical thinking, creativity, communication, problem solving, responsibility, synthesizing information, collaboration, self motivation.

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Reports on the topic "Council of Pisa (1134)"

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De Bortoli, Lisa, Catherine Underwood, Tim Friedman, and Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, May 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.

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The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school contextual data through the background questionnaires. This report focuses on a variety of constructs related to 15-year-old students’ experiences at school, which illustrate student background characteristics and schooling environments, including sense of belonging, student–teacher relationships, disciplinary climate, exposure to bullying, students’ resistance to stress, curiosity, perseverance, shortage of educational staff and shortage of educational material. Volume II of the PISA 2022 national report examines the similarities and differences between a number of participating countries and economies, referred to as comparison countries; the Australian states and territories; and, school sector and different demographic groups for each of the above constructs. The results from PISA, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019).

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