Academic literature on the topic 'Degree Discipline: History'
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Journal articles on the topic "Degree Discipline: History"
Simon, Josep. "Writing the Discipline." Historical Studies in the Natural Sciences 46, no. 3 (June 1, 2016): 392–427. http://dx.doi.org/10.1525/hsns.2016.46.3.392.
Full textMeissner, Andrzej. "U źródeł historii wychowania na ziemiach polskich." Biuletyn Historii Wychowania, no. 44 (January 3, 2023): 171–83. http://dx.doi.org/10.14746/bhw.2021.44.11.
Full textKossarik, Marina, and Dmitry Gurevich. "The Program of the Academic Discipline “History of the Portuguese Language” (for bachelor’s degree)”." Stephanos. Peer reviewed multilanguage scientific journal 43, no. 5 (September 30, 2020): 170–86. http://dx.doi.org/10.24249/2309-9917-2020-43-5-170-186.
Full textNash, Chris. "Research degrees in journalism: What is an exegesis?" Pacific Journalism Review 20, no. 1 (May 31, 2014): 76. http://dx.doi.org/10.24135/pjr.v20i1.188.
Full textDeighton, Anne. "Say it with documents: British policy overseas, 1945–1952." Review of International Studies 18, no. 4 (October 1992): 393–402. http://dx.doi.org/10.1017/s0260210500118959.
Full textStowe, Noel J. "Public History Curriculum: Illustrating Reflective Practice." Public Historian 28, no. 1 (2006): 39–65. http://dx.doi.org/10.1525/tph.2006.28.1.39.
Full textByford, Andy. "Psychology at High School in Late Imperial Russia (1881–1917)." History of Education Quarterly 48, no. 2 (May 2008): 265–97. http://dx.doi.org/10.1111/j.1748-5959.2008.00143.x.
Full textXIUQING, LONG. "Developing a Discipline: The Recent Study of Western Church History in the People's Republic of China." Journal of Ecclesiastical History 56, no. 3 (July 2005): 514–28. http://dx.doi.org/10.1017/s0022046905004318.
Full textPuth, Gustav. "Kommunikasienavorsing in Suid-Afrika." Communicare: Journal for Communication Studies in Africa 4, no. 1 (November 21, 2022): 63–69. http://dx.doi.org/10.36615/jcsa.v4i1.2142.
Full textGapienko, P. E. "Semantic diffuseness in Art History terminology." Professional Discourse & Communication 2, no. 4 (December 24, 2020): 43–62. http://dx.doi.org/10.24833/2687-0126-2020-2-4-43-62.
Full textDissertations / Theses on the topic "Degree Discipline: History"
Lock, Rob. "Mapping the aliran of the academic discipline of entrepreneurship a discursive representation : a dissertation submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Master of Philosophy, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/738.
Full textMariani, Mirtes Rose Andrade de Moura [UNESP]. "A história da disciplina de didática no Curso Normal do Instituto Superior de Educação da cidade de Garça-SP (2003-2006)." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137907.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Trata-se de pesquisa de mestrado, com o objetivo geral localizar, identificar, reunir, selecionar, sistematizar, analisar e interpretar aspectos da disciplina de Didática no Curso Normal do Instituto Superior de Educação da cidade de Garça-SP (2003-2006). Tal formulação se originou da crença de que, as disciplinas escolares constituem corpos de saberes que elaborados, se tornam próprios para o estudo, a aprendizagem, e por meio da história das disciplinas escolares poderemos perceber a materialização da produção do conhecimento nas instituições escolares. Assim, se justifica a pesquisa cujos resultados ora apresento, centrado na história da disciplina Didática, no extinto Curso Normal Superior do Instituto Superior de Educação de Garça-SP (2003-2006), o qual faz parte de uma política de formação de professores pós LDB 9394/96. O método de análise e de interpretação dos dados e informações privilegiado é o dos “aspectos da configuração textual”, segundo Magnani (1993; 1997) /Mortatti (2000), baseado nos procedimentos de localização, identificação, recuperação, reunião, seleção, ordenação, sistematização e análise do corpus documental. O referencial teórico que subsidiou a análise dos dados e informações obtidos foi constituído pelas formulações de Chervel (1990) sobre o que esse pesquisador denomina de finalidades de objetivo e de finalidades reais, as quais fundamentam os saberes e permitem que eles se materializem nas instituições, por meio de todos os seus processos, dentre os quais, as disciplinas escolares e ou acadêmicas. Dentre as considerações finais tem-se que a as disciplinas de Didática deveria ter assumido no Curso Normal Superior de Garça, segundo o documento da instituição, papel relevante, ao lado da Pesquisa e Prática de Ensino e do Estágio Curricular Supervisionado como elementos integradores dos eixos curriculares. Entretanto, a pesquisa desenvolvida evidenciou que isso ficou apenas nas tentativas.
It is master's research, with the overall objective to locate, identify, gather, select, organize, analyze and interpret aspects of didactics of discipline in the Ordinary Course of the School of Education of the city of Garça SP (2003-2006). Such a formulation stemmed from the belief that school subjects are of knowledge that developed bodies become fit for study, learning, and through the history of school subjects can perceive the materialization of knowledge production in schools. Thus, it justifies the research whose results now present, centered in the history of Teaching discipline, extinct Training Course at the Higher Institute of Garça SP of Education (2003-2006), which is part of a post teacher training policy LDB 9394/96. The method of analysis and interpretation of data and privileged information is the "aspects of textual configuration," said Magnani (1993; 1997) / Mortatti (2000), based on the location of procedures, identification, recovery, meeting, selection, ordering , systematization and analysis of the documentary corpus. The theoretical framework that supported the analysis of the data and information obtained was constituted by Chervel formulations (1990) about what the researcher calls the objective purposes and real purposes, which underpin the knowledge and allow them to materialize in the institutions, through all its processes, among which the school and or academic disciplines. Among the final considerations it has been that the didactics of disciplines should have taken the Superior Normal Course of Garça, the report of the institution, role, next to the Research and Teaching Practice and Curriculum Supervised as the integrating elements of the axes curriculum. However, research carried out showed that it was only in attempts.
Oliveira, Fabiana Cristina Oliveira Silva de. "Uma disciplina, uma história : cálculo na licenciatura em Matemática da Universidade Federal de Sergipe (1972-1990)." Universidade Federal de Sergipe, 2009. https://ri.ufs.br/handle/riufs/4705.
Full textThe present work has the intention to construct a history of discipline Calculation in the course of Degree in Mathematics of the Federal University of Sergipe, during the period from 1972 to 1990. It examines the historical curse of discipline by means of the workload, of the prerequisite ones, of its contents, its professors and methods of teaching. It analyzes the history of the Calculation in the prism of the history of the disciplines, taking as sources the lesson plans, minutes acts, resolutions, reports, didatic books and verbal stories. We infer that the changes pass the discipline Calculation had went in regards to the workload of great relevance; however, in if treating to prerequisite and summaries, the alterations were smaller. In the case of the movement of contents of each disciplines, we notice that in elapsing of the years the malter of teaching Calculation was configured gradually and before assuming its last formation it pass for different disciplines with reformularizations in its configuration, with distinct signatures, with distinct workload, but with the same contents. We observed although there was renewal of the teaching picture causing significant alterations regarding the profile of the professors of Calculation. We consideed that the method of the lesson was closely connected to the use that the theacher could make of the book and the applications of exercises.
O presente trabalho tem o propósito de construir uma história da disciplina Cálculo no curso de Licenciatura em Matemática da Universidade Federal de Sergipe, durante o período de 1972 a 1990. Examina o percurso histórico da disciplina por meio da carga horária, dos pré-requisitos, de seus conteúdos, seus professores e métodos de ensino. Analisa a história do Cálculo no prisma da história das disciplinas, tomando como fontes os planos de aula, atas, resoluções, relatórios, livros didáticos e relatos orais. Inferimos que as mudanças por que passou a disciplina Cálculo foram no tocante à carga horária de grande relevância; porém, em se tratando de pré-requisitos e ementas, as alterações foram menores. No caso da movimentação dos conteúdos em cada disciplina, notamos que no decorrer dos anos a matéria de ensino Cálculo foi configurada paulatinamente e antes de assumir a sua última formação perpassou por diferentes disciplinas, com reformulações em sua configuração, com assinaturas distintas, com cargas horárias distintas, mas com os mesmos conteúdos. Observamos ainda que o quadro docente ocasionou alterações significativas na disciplina Cálculo. Consideramos que o método da aula estava intimamente ligado ao uso que o professor poderia fazer do livro e das aplicações de exercícios.
Rodrigues, Gisane Fagundes. "História da Matemática: Um olhar sob a perspectiva para a formação do professor de Matemática." Universidade Estadual da Paraíba, 2016. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2698.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation aimed to analyze the history of mathematics as a discipline and its importance in training mathematics professors at the State University of Paraíba (UEPB), the Federal University of Campina Grande (UFCG) and the Federal Institute of Education, Science and Technology of Paraíba (IFPB) located in Campina Grande and the Federal University of Paraíba (UFPB), in João Pessoa. The qualitative research, since it seeks the gist of the phenomenon investigated in all its dimensions and processes, is supported by bibliographical and documentary study. Given the importance of mathematics in teaching practice as the main component for initial teacher´s education, it takes for examination the following documents: the National Curriculum Guidelines, which establish the rules for the creation of the Educational Project Course and in particular cases a Plan Course provided by the lecturer professor of the discipline the history of mathematics. Therefore, the guidelines of the discipline was analyzed in details, but it also caused us to identify in practice the design of teacher educators and students in training on the History of Mathematics discipline and, above all, the importance of the history of mathematics in the development of teachers training. The paper interviewed four teachers and three students of the quoted institutions. From the analysis of interviews, we built two categories that emerged from the conversations: The history of mathematics as a contribution to the training of teachers and the importance of mathematics in history for teacher training. We understand that the discipline is important for the essentiality of bringing the light of the classroom discussions knowledge about what is mathematics from a historical point of view and how it was developed throughout time. The major evidences after the analysis of documents and interviews was the difference between the proposal of the written curriculum and the one implemented in the classroom by teachers, indicating that there is an attempt of students training to work in their future activities practices in which they are linked to the history of mathematics.
Esta dissertação teve como objetivo analisar a disciplina de História da Matemática e sua importância na formação do professor de matemática na Universidade Estadual da Paraíba (UEPB), na Universidade Federal de Campina Grande (UFCG) e no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB) todos na cidade de Campina Grande e na Universidade Federal da Paraíba (UFPB), em João Pessoa. A pesquisa de natureza qualitativa, por sua condição de captar a essencialidade do fenômeno investigado em toda a sua dimensão e processo, teve apoio em estudo bibliográfico e documental. Tendo em vista a importância do currículo da Licenciatura em Matemática como componente principal para a formação inicial de professores tomamos para análise os seguintes documentos: as Diretrizes Curriculares Nacionais, que determinam as normas para a criação do Projeto Pedagógico do Curso e em casos particulares o Plano de Curso disponibilizado pelo professor ministrante da disciplina de História da Matemática. Para tanto, a ementa da referida disciplina foi analisada de forma minuciosa, como também nos provocou identificar na prática a concepção de professores formadores e alunos em formação sobre a disciplina de História da Matemática e, sobretudo, a importância da História da Matemática na formação do professor. Participaram das entrevistas quatro professores e três alunos das Instituições pesquisadas. A partir das análises das entrevistas construímos duas categorias que emergiram das falas, que são elas: a História da Matemática como contribuição para a formação do professor e a importância da História da Matemática para a formação do professor. Entendemos que a disciplina é importante pela essencialidade de trazer a luz das discussões em sala de aula um conhecimento sobre o que é matemática do ponto de vista histórico e como ela se desenvolveu ao longo do tempo. As principais evidências após as análises em documentos e nas entrevistas realizadas foi à diferença entre a proposta do currículo escrito e a do currículo implementado em sala de aula pelos professores, indicando que há uma tentativa de alunos em formação trabalhar em suas práticas futuras atividades em que estejam ligadas a História da Matemática.
Sheehan, William Mark. "Defending the high ground : the transformation of the discipline of history into a senior secondary school subject in the late 20th century : a New Zealand curriculum debate : a thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/728.
Full textBooks on the topic "Degree Discipline: History"
Szollosi-Janze, Margit. "Doktorgrad entzogen!": Aberkennungen akademischer Titel an der Universität Köln 1933 bis 1945. Nümbrecht: Kirsch, 2005.
Find full textOrehova, Elena, and Lyudmila Polunina. History and current state of youth policy abroad. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1023713.
Full textBlinov, Aleksandr, Yuriy Rozhdestvenskiy, Yuriy Marchuk, and Sergey Romashko. Introduction to Linguistics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1070194.
Full textMishenin, Sergey. Information and analytical work. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/987953.
Full textNatali, Carlo, and Daniela Poli, eds. Città e territori da vivere oggi e domani. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-670-9.
Full textMiddell, Matthias. French Historical Writing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199225996.003.0014.
Full textLakshmanan, C. Research Infrastructure. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199474417.003.0002.
Full textReady, Jonathan L. Orality, Textuality, and the Homeric Epics. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835066.001.0001.
Full textVoigt-Zimmermann, Susanne, ed. Miteinander sprechen – verantwortlich, kompetent, reflektiert. Frank & Timme, 2021. http://dx.doi.org/10.26530//20.500.12657/49674.
Full textNoyoo, Ndangwa, ed. Social Welfare and Social Work in Southern Africa. African Sun Media, 2021. http://dx.doi.org/10.18820/9781928480778.
Full textBook chapters on the topic "Degree Discipline: History"
Miedema, Frank. "Images of Science: A Reality Check." In Open Science: the Very Idea, 15–65. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2115-6_2.
Full textGrundmann, Thomas. "Progress and Historical Reflection in Philosophy." In Philosophy and the Historical Perspective, edited by Marcel van Ackeren and Lee Klein, 51–68. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266298.003.0004.
Full textDyer, Christopher. "Family and household." In Peasants Making History, 113—C5.P73. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780198847212.003.0005.
Full textNiedermeier, Silvan. "Police Torture and “Legal Lynchings” in the American South." In The Color of the Third Degree, translated by Paul Cohen, 14–38. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469652979.003.0002.
Full textRoos, Jerome. "The Power of Finance in the Eurozone." In Why Not Default?, 225–34. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691180106.003.0017.
Full textCarreras, Cèsar. "Evaluation Models for E-Learning." In E-Learning Methodologies and Computer Applications in Archaeology, 64–78. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-759-1.ch005.
Full textArmstrong, John, and David M. Williams. "Introduction." In The Impact of Technological Change, 1–6. Liverpool University Press, 2011. http://dx.doi.org/10.5949/liverpool/9780986497377.003.0001.
Full textGirardi, Tamara. "New Creative Writing “Classroom”." In Critical Examinations of Distance Education Transformation across Disciplines, 1–14. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch001.
Full textRadman, Andrej. "Space Always Comes After: It Is Good When It Comes After; It Is Good Only When It Comes After." In Speculative Art Histories. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9781474421041.003.0011.
Full textAlexander, Jonathan J. G. "The Study of Medieval Art 2: 1950–2000." In A Century of British Medieval Studies. British Academy, 2007. http://dx.doi.org/10.5871/bacad/9780197263952.003.0029.
Full textConference papers on the topic "Degree Discipline: History"
Paroushev, Zhivko. "THE DISCIPLINE "ETHNO-CULTURAL LANDSCAPE STUDIES" IN THE MASTER-DEGREE CURRICULUM OF THE SPECIALTY "INTERNATIONAL TOURIST BUSINESS" IN UNIVERSITY OF ECONOMICS - VARNA." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.90.
Full textIngs, Welby. "Beyond the Ivory Tower: Practice-led inquiry and post-disciplinary research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.171.
Full textRedondo Morán, Javier. "Le Corbusier, Missenard et Le Climat." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.1067.
Full textVlahos, Ekaterini. "Cultural Heritage: Educating the Next Generation Case Study Analysis of the Center of Preservation Research." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15669.
Full textWeech, Terry. "Multidisciplinarity in Education for Digital Librarianship." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3061.
Full textLozano Albalate, María Teresa, Ana Isabel Allueva-Pinilla, José Luis Alejandre-Marco,, Raquel Trillo-Lado, Sergio Ilarri-Artigas, Carlos Sánchez-Azqueta, Lorena Fuentes-Broto, Susana Bayarri-Fernández, and Concepción Aldea-Chagoyen. "Projects to encourage female students in STEM areas." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9474.
Full textRosa-Jimenez, Carlos, and Ferrán Ventura-Blanch. "A transversal methodology for the implementation of virtual reality in Architecture learning." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11274.
Full textBarbero, Silvia. "Opportunities and challenges in teaching Systemic Design. The evoluation of the Open Systems master courses at Politecnico di Torino." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3353.
Full textLiu, Ming, and Feng Song. "Urban morphology in China: origins and progress." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5654.
Full textAl Anboori, Abdullah, Stephen Dee, Khalil Al Rashdi, and Herbert Volk. "De-Risking Fluid Compartmentalization of the Barik Reservoir in the Khazzan Field, Oman - An Integrated Approach." In Abu Dhabi International Petroleum Exhibition & Conference. SPE, 2021. http://dx.doi.org/10.2118/207687-ms.
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