Статті в журналах: "Conception de la formation"

1

Janušonis, Stepas, and Vida Janušonienė. "Philosophical Conception of Self-Formation." Solid State Phenomena 97-98 (April 2004): 467–0. http://dx.doi.org/10.4028/www.scientific.net/ssp.97-98.467.

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Papi, Cathia, and Marie-Hélène Hébert. "La qualité en formation à distance : une question de points de vue?" Médiations et médiatisations, no. 4 (December 2, 2020): 103–9. http://dx.doi.org/10.52358/mm.vi4.150.

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Avec cet article, nous enrichissons le débat sur ce qui est entendu par « qualité » en formation à distance, en partant du présupposé qu’il n’existe pas une conception unanime et facilement contrôlable de la qualité. Pour ce, nous avons mené une enquête auprès de 12 acteurs d’une université à distance jouant différents rôles touchant à la conception des cours, leur médiatisation et leur diffusion, à l’encadrement et l’évaluation des étudiants et finalement, au travail de coordination et de gestion académiques. Nos résultats montrent que la définition de la qualité de chaque acteur dépend en grande partie du rôle qu’il joue dans la formation à distance, mais que certaines conceptions sont cependant partagées.

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Lasater, Phillip M. "The Heart of Self Formation." Dead Sea Discoveries 28, no. 3 (October 6, 2021): 367–95. http://dx.doi.org/10.1163/15685179-bja10025.

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Abstract This article discusses the “heart” as part of the terminology for selfhood in ancient Jewish literature. After discussing a couple of criticisms of studies of the self and showing how these criticisms fail to persuade, the paper examines a range of texts in the Hebrew Bible, the Dead Sea Scrolls, and beyond for conceptions of the moral self. Special attention is given to the legal S tradition in the Scrolls as a fruitful illustration of how the self and law are recurring conceptual companions. In this legal tradition, a universalizing conception of selfhood and agency is rooted in local, practical concerns of a community.

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4

Bedrii, M. M. "The correlation of theory and conception as elements of law science." Analytical and Comparative Jurisprudence, no. 1 (March 1, 2025): 892–96. https://doi.org/10.24144/2788-6018.2025.01.149.

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The article is devoted to the correlation of theory and conception as structural units of jurisprudence. It examines the commonalities and distinctions between these phenomena, outlining the boundaries of their respective concepts. It is demonstrated that theory and conception represent different elements of legal science, and their conflation is inappropriate. While their content may overlap in many cases, they possess distinct natures, structures, and purposes. The criteria for distinguishing these phenomena are proposed to include dialogicity, hypotheticality, and sociocultural context – characteristics typical of conceptions but not of theories. Conversely, the advantages of theory include clarity, reliability, and recognition, which are not always inherent to concepts. The article presents various scholarly perspectives on the relationship between theory and conception, ranging from conflation to complete differentiation. Sometimes, a conception is characterized as a type of theory or as a structural part of it. The article questions whether it is objectively possible to find a unified formula for the interaction of theory and conception, given the diversity of these phenomena in jurisprudence and science in general. A conception may constitute pre-theoretical knowledge, elucidate the content of a theory, or explain it, among other roles. It is argued that legal theory exists within the system of legal doctrine while a legal conception initially exists outside of it. Upon gaining recognition, a legal conception integrates into legal doctrine and may transform into legal theory. For a single legal phenomenon, there may exist one recognized theory, a corresponding recognized concept, and several unrecognized or less-recognized concepts. It is also possible for several competing legal concepts to coexist without a unified theory, which may still be in the formation process. It is revealed that, in most cases, the creation of a conception (an abstract idea by an author) precedes the formation of a theory (the crystallization of processed knowledge). Less frequently, conceptions and theories are created simultaneously, or a theory is developed before its corresponding concept. The latter occurs through intuitive methodology and later requires explanations provided by the conception. A theory does not imply the disputability of its provisions, whereas a conception allows and supports such dialogue. For a concept, this dialogue represents an opportunity for development, societal adaptation, and scientific-practical recognition.

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Kyzym, Mykola O., Nadiia V. Bielikova, and Olha Yu Poliakova. "The Conception of Ukraine’s Exit from the «Trap of Backwardness» in the Post-War Period." PROBLEMS OF ECONOMY 4, no. 58 (2023): 64–69. http://dx.doi.org/10.32983/2222-0712-2023-4-64-69.

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The formation of directions for Ukraine’s exit from the «trap of backwardness» in the post-war period requires a logical and well-grounded conception built on the principles of modern science. In modern research, much attention is paid to the development of methodological support for the development of conceptions and conceptional provisions as a basis for the development of the country. However, there is currently no single scientifically grounded conception for Ukraine’s exit from the «trap of backwardness» after the war. The aim of the article is to substantiate the draft conception of Ukraine’s exit from the «trap of backwardness» in the post-war period. The main postulates of classical and neoclassical theories and conceptions that examine the problems of backwardness of countries by directions and dynamics of socioeconomic development, as well as individual authors’ models that describe various modifications of the «traps of backwardness» are generalized. The basic postulates of modern European research on the problems of recovery of the socioeconomic development after crises are defined. On this basis, a theoretical platform for the draft conception of Ukraine’s exit from the «trap of backwardness» is proposed. The effectiveness of the use of cognitive models to address the needs of the theory and practice of Ukraine’s post-war exit from the «trap of backwardness» is shown. The draft conception of Ukraine’s exit from the «trap of backwardness» in the post-war period is substantiated, containing a number of hypotheses and provisions, which together solve an important scientific and practical task of creating a mechanism and conditions for overcoming and destroying the trap of backwardness in Ukraine, as well as excluding the causes and possibilities of its reproduction in the post-war and long-term periods. Theoretical and practical problems that can be solved on the basis of the implementation of the draft conception of Ukraine’s exit from the «trap of backwardness» presented in the article are structured.

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Prosianyk, Oksana. "LINGUISTIC CONCEPTION AND LINGUISTIC THEORY IN DISCOURSE MEASUREMENT." Studia Linguistica, no. 15 (2019): 222–34. http://dx.doi.org/10.17721/studling2019.15.222-234.

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The article makes an attempt to distinguish between the concepts of scientific theory and scientific conception as functional components of scientific discourse. Both forms of scientific knowledge are interpreted as integral systems of scientific information based on logically reasoned or empirically proven data of rational nature. The fundamental difference between theory and conception is their functional and pragmatic orientation. The theory is understood as logically systematized scientific information of a substantive nature, and the conception is understood as methodologically organized scientific information of a philosophic and subjective character. The author suggests considering the conception as a hierarchically higher and more significant discursive level of organization of scientific knowledge, since the internal integrity and external compatibility of scientific theories completely depends on their discursive consistency within a single conception. The formation of the conception has expressive discursive character, since the conceptions arise in the scientific and philosophic interaction of views. In turn, the author considers the methodology and methodological bases, that make it consistent, to be the core of each scientific conception. The assessment of any linguistic theory should be based on clarifying the methodological essence of scientific conception within which this theory was created.

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7

Stroikov, Sergei Aleksandrovich. "FORMATION OF LINGUISTIC CONCEPTION OF ELECTRONIC HYPERTEXT." Philological Sciences. Issues of Theory and Practice, no. 4 (April 2019): 287–91. http://dx.doi.org/10.30853/filnauki.2019.4.60.

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8

Popov, S. V., O. I. Smiian, and A. O. Profatylo. "The present conception of neonatal microbiome formation." Eastern Ukrainian Medical Journal 9, no. 1 (2021): 18–28. http://dx.doi.org/10.21272/eumj.2021;9(1):18-28.

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The neonatal period is critical in the development of the microbiome and the gastrointestinal tract. That is, the microbiome regulates not only the processes that are associated with the basic functions of the gastrointestinal tract, but is associated with the content of vitamins and micronutrients, affects the development of the nervous and endocrine systems of newborns. Fortunately, microbiome and immunity of pregnant get ready the infant for his inevitable complications. Although preterm birth has been connected with bacterial colonization of the amniotic cavity for many years, the dogma of a sterile intrauterine environment during a normal pregnancy has appeared only recently. Numerous placental microbiome and the occurrence of microorganisms in the amniotic cavity in normal pregnancy was demonstrated by metagenomic sequencing. The occurrence of microorganisms in intestine got from the operating room during resection of intestinal abnormalities immediately after birth and before feeding was also found in neonates born by caesarean section. In this literature review, we explore the update understanding of microbial colonization of the intestine and foundation of function of the gastrointestinal tract. We discuss how mother’s genital and extragenital pathologies, her diet, lifestyle, taking drugs during pregnancy form the microbiome of the fetus and its further development in the neonatal period. Also, equally important for the establishment of the neonatal microbiome are gestational age, mode of delivery, type of feeding and medication, including antibiotics. Therefore, in our opinion, the comparison of microbiota of a full-term newborn in vaginal birth and an infant born prematurely or by cesarean section is clinically significant for physicians in various fields. The study of changes in the microbial composition of the intestine is an important step in the diagnosis of pathological conditions in this period.

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9

Bremm, Daniele, Lenice Heloísa de Arruda Silva, and Roque Ismael da Costa Güllich. "Experimentação, Ciência e Ensino: concepções e relações na formação inicial de professores do Petciências." Revista Brasileira de Educação em Ciências e Educação Matemática 4, no. 1 (May 6, 2020): 101–23. http://dx.doi.org/10.33238/rebecem.2020.v.4.n.1.24227.

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Resumo: Este artigo apresenta e analisa as concepções e relações de experimentação, Ciência e ensino pertencentes a professores de Ciências em formação inicial, participantes do Programa de Educação Tutorial (PETCiências). Foi possível verificar que os licenciandos compreendem a importância das atividades experimentais para a aprendizagem, sendo mais frequente a concepção de experimentação contextual-investigativa; já as concepções de Ciência e de ensino ainda estão em nível tradicional, mas apresentam certa tendência à evolução para perspectivas mais transformadoras e contextuais. Percebemos a importância da reflexão sobre a própria prática, por meio da escrita narrativa e apostamos no potencial do PETCiências como coletivo importante no processo de formação inicial, permitindo o diálogo intermitente entre prática e a teoria.Palavras-chave: Investigação-formação-ação; Escrita reflexiva; Ensino de Ciências. Experimentation, Science and Education: conception and relations in initial teaching formation of PetciênciasAbstract: This article presents and analyzes experimentation conceptions and interrelationships, Science and education that belongs to Science teachers in initial formation, who are part of the Tutorial Education Program (PETCiências). It was possible to verify that teachers in formation understand the importance of experimental activities to improve learning, being more frequent the investigative-contextual conception of experimentation, conceptions of science and teaching are still at the traditional level, but they tend to evolve towards more transformative and contextual perspectives. Science and teaching conception are still at the traditional level, but they already present a certain bias to evolution to a more transforming and contextual perspective. We notice the importance of thinking about your own practice, through narrative writing and we bet in PETCiências’ potential as an important collective in the initial formation process, allowing intermittent dialogue between practice and theory.Keywords: Investigation-Formation-Action; Reflective writing; Science Teaching.

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10

Dainys, Augustinas. "Ugdymo metaforų istorinė kaita ir ryšys su politika." Vilnius University Open Series 3 (December 28, 2020): 77–94. http://dx.doi.org/10.15388/sre.2020.7.

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The article describes three metaphorically designated educational conceptions: the antique notion of the educator as a sculptor, the new age notion of the educator as a gardener, and our era’s emerging educator as a guide. All conceptions of education provide a specific answer to the problem of education, which consists of the fact that a human being is defined to be undefined, therefore the formation of a person depends on the educator. The educator as a sculptor addresses this problem by forcing a preconceived conception of reason on learners. The educator as a gardener accepts every learner and educates him or her by dealing with their individual capacities. The educator as a guide combines the educational method of the sculptor and the gardener: as a sculptor has a vision of the educational process, and as a gardener attempts that every learner walks this path himself or herself. The educational conception of the educator as a sculptor is socialist and the conception of the educator as a gardener is liberal. The educator as a guide corresponds to the emerging new conception of politics in our time, which has a task of reconciling socialism and liberalism.

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11

Michaud, Clémence. "Conceptions du changement en formation des enseignants." Articles 29, no. 3 (October 6, 2005): 477–97. http://dx.doi.org/10.7202/011400ar.

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Résumé Cet article présente les résultats d’une recherche québécoise sur l’interaction des discours de changement, dans le contexte d’un partenariat qui regroupe un réseau d’écoles associées et une faculté des sciences de l’éducation pour la formation initiale des futurs enseignants. Les données proviennent de cinquante entretiens avec des interlocuteurs du milieu scolaire et du milieu universitaire appartenant à diverses sphères de collaboration. Elles sont analysées en s’appuyant sur la conception des discours et du savoir-pouvoir de Foucault. Sept types de discours sur les savoirs qui peuvent introduire le changement en formation des enseignants sont présentés. L’analyse permet de dégager trois formes de conceptions du changement qui sont vues comme autant de positions de pouvoir susceptibles de susciter le changement en formation des enseignants et en éducation.

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12

Alvarez, Lionel. "La conception universelle de l’apprentissage." Revue suisse de pédagogie spécialisée 14, no. 03 (September 17, 2024): 2–9. http://dx.doi.org/10.57161/r2024-03-01.

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La promesse est forte : la conception universelle de l’apprentissage (CUA) prétend participer à une approche inclusive de l’édu-cation et de la formation, dans laquelle chaque élève peut s’épanouir et apprendre. Pour ce faire, des organisations nouvelles sont conviées, parallèlement à une réattribution de la responsabilité d’apprendre aux bénéficiaires de l’enseignement, alors invité à opérer des choix. Cependant, il relève de l’évidence qu’un tel projet, s’il est retenu, ne se déploiera pas sans écueils, que ça soit pour des raisons de temps, de ressources, de formation ou de complexité. Cet article propose une synthèse de ce que la CUA propose, confronté à ce qu’elle exige.

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13

Mayen, Patrick. "Questions d’apprentissage dans les formations par alternance." Éducation Permanente N° 236, no. 3 (September 18, 2023): 175–84. http://dx.doi.org/10.3917/edpe.236.0175.

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Cet article part des connaissances que nous avons sur quelques conditions et processus d’apprentissage pour réfléchir à la manière dont on pourrait penser la conception, la conduite et l’amélioration des formations par alternance. L’hypothèse est ici que les questions d’apprentissage sont relativement secondaires dans les décisions de conception des formations par alternance d’une part, et supposées résolues par quelques conceptions courantes et peu réinterrogées d’autre part.

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Tremblay, Stéphanie. "Religions et éducation scolaire au Québec : une cartographie des enjeux politiques et sociologiques." Diversité urbaine 9, no. 1 (July 23, 2009): 59–71. http://dx.doi.org/10.7202/037759ar.

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Résumé La configuration des rapports entre religions et monde scolaire au Québec s’est radicalement transformée entre 1996 et 2008, passant d’un système confessionnel à un aménagement entièrement laïque. Après avoir retracé les étapes clés de ce processus de laïcisation scolaire, cet article distingue deux conceptions normatives divergentes du rôle attendu de la religion dans l’enseignement : une approche confessionnelle, d’inspiration psychopédagogique, et une conception laïque, abordant la religion comme un objet de savoir critique. Le nouveau programme scolaire d’éthique et culture religieuse, implanté dans les écoles québécoises depuis septembre 2008, s’ancre certes dans une conception laïque de l’éducation, mais se double d’une visée de formation citoyenne, laquelle comporte une part d’idéalisme.

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Guérin, Jérôme, Paul Olry, and Sébastien Chaliès. "Activité de conception du formateur et formation professionnelle." Les dossiers des sciences de l'éducation, no. 38 (December 15, 2017): 7–10. http://dx.doi.org/10.4000/dse.1481.

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16

Lamzin, Sergey Alekseevich. "FORMATION OF SELF-CONCEPTION IN TEACHING FOREIGN LANGUAGES." Shkola budushchego, no. 2 (2022): 206–17. http://dx.doi.org/10.55090/19964552_2022_2_206_217.

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17

Sinitsyna, V. V. "Formation and Development of the Human Potential Conception." Humanities and Social Sciences. Bulletin of the Financial University 9, no. 6 (February 10, 2020): 150–55. http://dx.doi.org/10.26794/2226-7867-2019-9-6-150-155.

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In this article, the author considers the issues of formation and development of the human potential conception. The author carried out analytical work on the study of the prerequisites for the origin of this concept, as well as considered the evolution of approaches to the definition of human capital and human potential. A fundamental factor in the formation of human capital is the definition of areas of investment in the individuals’ development. To study this issue, the author conducted an interim analysis of the investment areas in the formation and development of human capital defined by foreign and domestic researchers and presented a graphical display of the expansion areas, depending on the stages of the theory of human capital development. Based on the review and comparison of the concepts of human potential and human capital, the author reveals the content of the human potential concept in a broad sense and a narrow sense, clarified the economic meaning of the human potential concept.

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18

Portante, Dominique. "Enacted Agency as the Strategic Making of Selves in Plurilingual Literacy Events: Framing Agency and Children as Contributors to Their Own and Others' Learning." European Educational Research Journal 10, no. 4 (January 1, 2011): 516–32. http://dx.doi.org/10.2304/eerj.2011.10.4.516.

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‘This article is about the understanding of how children, using different conceptions of literacy as means to construct their social reality and their social roles in culturally and linguistically diverse classrooms, are enabled to enact agency in terms of their strategic making and remaking of selves. The research approach is informed by a sociocultural conception of literacy and draws on a conception of agency as multisourced, distributed and mediated through human interaction, mediational means and discourses. The author uses a microethnographic approach combining ethnomethodology and conversational analysis as well as discourse analysis to make visible how the children are reached by more or less distant meanings and conceptions of literacy conveyed and stabilised through the locally acting devices. The analysis also shows how material objects like written texts produced by children mediate the participants' agency in different ways, constraining or enabling it with respect to how the children contribute to their own and to others' learning. The article ends with conclusions on perspectives for organising learning with regard to subject formation in terms of empowering participation designs and for designing analytic frames for investigating processes of formation of multisourced agency.

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Lalo-Sayo, Edgard-Casimir. "Conception et diffusion d’une expérience de formation immersive, une note de lecture de l’ouvrage de Benjamin Fuzet et Clément Cahagne." Médiations et médiatisations, no. 15 (June 28, 2023): 230–34. http://dx.doi.org/10.52358/mm.vi15.336.

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Loin des débats autour des bienfaits ou de l’importance de la réalité virtuelle (RV), cet ouvrage nous plonge dans les secrets de la conception d’une formation immersive. En effet, selon les auteurs Benjamin Fuzet et Clément Cahagne, spécialistes en ingénierie pédagogique, ce livre nous guide à travers ses textes afin de nous donner les clés pour concevoir une expérience de formation immersive. Dans un style d’écriture accessible à tous, favorisant une vulgarisation scientifique soutenue par plusieurs illustrations et photographies, les auteurs décortiquent les différentes étapes de conception et de réalisation à travers la méthodologie populaire dans le milieu de la conception, qui n’est autre que le modèle ADDIE (analyse – design – développement – implémentation – évaluation). Des exemples précis de cas réels de modules pédagogiques réalisés à partir de photographies à 360° sont fournis afin d’accompagner l’apprentissage de situations concrètes. En effet, pour illustrer chaque conception, une étude de cas portant sur la conception d'une formation de démarrage de pompe industrielle est présentée. Il s’agit d’une forme de guide favorisant le lien entre la théorie et la pratique tout en interprétant les nuances spécifiques à la réalité virtuelle et à la conception d’une expérience de formation immersive.

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Verquin-Savarieau, Béatrice. "Formation à distance et activité du stagiaire de la formation professionnelle continue." Phronesis 3, no. 1-2 (April 17, 2014): 49–57. http://dx.doi.org/10.7202/1024588ar.

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Quels contenus des lettres de missions pour quelles démarches et activités d’ingénierie de formation, pour des étudiants salariés en activité et suivant leurs études à distance ? Cet article questionne le stage de formation professionnelle continue dans le cadre d’une formation hybride. Il s’agit d’interroger en particulier la conception de la mission de stage, en tant que contenu opératoire facilitant les transformations des sujets dans l’action. Nous présenterons le rôle crucial joué par la lettre de mission, en tant qu’outil d’ajustement et de régulation d’une commande ou d’une auto-commande aux attentes de l’université. La méthodologie présentée consiste dans une grille d’analyse des démarches d’ingénierie de formation, construite à partir de la lecture de quatre domaines d’activités. L’analyse des activités n’est pas dans ce dispositif une modalité de formation, mais nous permet de questionner la conception du dispositif de formation.

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Polyakova, O. S. "Conceptual foundations of formation of the public administration system in legal education." Public administration aspects 6, no. 9 (October 19, 2018): 43–51. http://dx.doi.org/10.15421/151853.

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The urgency of the chosen topic is due to the insufficient development of the methodology of public administration of legal education in Ukraine, the need for its conception, the definition of the structure, the mechanism of influence on cognition and practice. In this regard, the necessity of creating the conception of legal education development as a comprehensive detailed long-term course of Ukraine aimed at achieving the main goal of law-education activity – enhancement of legal culture and legal consciousness of the population is substantiated.The article presents the meaning of the conception for the field of knowledge of public governance and administration and proposes to consider it as a normative legal document, which defines the mission and development ideas, reflects the vision of the existing state of a particular process or phenomenon. The block diagram of the development of the conception of public administration in legal education in Ukraine is proposed. The structure of the conception which confirms its scientific character is defined: substantiation of the conception of the goal and directions of the conception realization; tasks concerning realization of directions defined in the conception; identification of steps (ways, measures, methods), the responsibles and timing of implementation; expected results.The factors influencing the formation of a high level of legal culture and citizens’ legal consciousness are determined, the most actual problems that are characteristic for the modern stage of Ukrainian society development are outlined. The structure of general goals and directions concerning the development of legal education in Ukraine is presented. The functions to be performed by the public administration system in the development of legal education (forecasting, planning, organizational, coordinational, regulating, accounting, controlling, informing, explanatory, propaganda, diagnostic, compensatory) are determined.It is proved that the conception should represent a system of views on the development of legal education, the formation of a state policy on the development of legal literacy of the population, consolidation of efforts of state authorities and government, local self-government and various civil society organizations in shaping legal knowledge, raising the level of legal culture and legal awareness of citizens.

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Sudano, Mateus José, André Maciel Crespilho, Claudia Barbosa Fernandes, Alicio Martins Junior, Frederico Ozanam Papa, Josemar Rodrigues, Rui Machado, and Fernanda Da Cruz Landim-Alvarenga. "Use of Bayesian Inference to CorrelateIn VitroEmbryo Production andIn VivoFertility in Zebu Bulls." Veterinary Medicine International 2011 (2011): 1–6. http://dx.doi.org/10.4061/2011/436381.

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The objective of this experiment was to testin vitroembryo production (IVP) as a tool to estimate fertility performance in zebu bulls using Bayesian inference statistics. Oocytes were matured and fertilizedin vitrousing sperm cells from three different Zebu bulls (V, T, and G). The three bulls presented similar results with regard to pronuclear formation and blastocyst formation rates. However, the cleavage rates were different between bulls. The estimated conception rates based on combined data of cleavage and blastocyst formation were very similar to the true conception rates observed for the same bulls after a fixed-time artificial insemination program. Moreover, even when we used cleavage rate data only or blastocyst formation data only, the estimated conception rates were still close to the true conception rates. We conclude that Bayesian inference is an effective statistical procedure to estimatein vivobull fertility using data from IVP.

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23

Batanov, Oleksandr V. "THE CONCEPTION OF THE PRINCIPLES OF MUNICIPAL LAW." Bulletin of Alfred Nobel University Series "Law" 2, no. 7 (December 2023): 33–40. http://dx.doi.org/10.32342/2709-6408-2023-2-7-3.

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The article examines the problems of defining the principles of municipal law as a branch of Ukrainian law. The phenomenology of municipal law is studied in the context of its genesis, development and understanding of the principles of municipal legal regulation. It is proven that the formation of the modern domestic municipal legal doctrine has set scientists a number of conceptual tasks, the solution of which depends on the effectiveness of rethinking the essence, content (system) and functions of municipal law as a branch of law. One of these tasks is the final rejection of the dogmatic vestiges of Soviet jurisprudence, which is firmly rooted in the domestic municipal legal doctrine. First of all, this is manifested in the penetration of many principles and archaic stereotypes inherent in the theory and practice of Soviet state law into the matter of municipal law. According to the author, a qualitatively new vision of the nature of municipal law mainly depends not only on the correct definition of the subject and method of municipal law, but also on the principles of municipal law. The content and methodological approaches to the formation of the updated system of principles of municipal law in Ukraine are determined not only by the radical transformation, modernization of the Ukrainian state, its apparatus on democratic principles, decentralization of state power, but also by the processes of the formation of the European model of local self-government and municipalism in Ukraine, the realization of municipal human rights and the formation of a local system of their protection. It is proven that the transformation of the field of municipal law of Ukraine in the context of the decentralization of state power radically changes the entire legal system of the state and fundamental branches of law (first of all, constitutional and administrative law) and objectively requires the definition of the content, meaning and outline of the foundations of the formation of a new system of principles of municipal law. The conceptual principles of updating the system of principles of municipal law of Ukraine need to take into account the unified principles and standards of municipal law developed by European municipal legal doctrine and practice. This is a necessary step in overcoming the doctrinal gap in the development of the guiding ideas of the industry, its values, guidelines, which act as a kind of «framework» of the field of municipal law and determine the logic of the development of the system of legislation on local self-government.

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24

Nikandrov, Alexey V. "Labor theory of the origin of the language: Friedrich Engels, Ludwig Noiré, Nikolai Marr." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 82, no. 6 (2023): 49. http://dx.doi.org/10.31857/s160578800026627-5.

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The article is devoted to the analysis of three conceptions of glottogenesis, which are combined into one direction, that is the theory of the labor origin of the language. The purpose of the author is to prove the relevance of this theory for modern science. The concept of Friedrich Engels on the role of labor in the process of anthropogenesis and the tool conception of the origin of the language of Ludwig Noiré were developed around the same time, however, if the first became widely known much later, then the second remained little known. These two versions of the principle of the labor origin of the language had a strong influence on the formation of “New doctrine of language” of Nikolai Marr. An important part of this conception was the complex and controversial concept of the origin of the language. It was based on the hypothesis of the era of manual language and on the hypothesis of the decisive role of tools in the formation of sound language and logical thinking. The main drawback of the conception of Nikolai Marr was its inconsistency due to the fact that the scientist, without any evidence, introduced into his theory the principles of “labor-magic activity” and the four primary elements of language (SAL, BER, JON, ROŠ). According to the author of the article, all three conceptions, taken both separately and together, in their unity have not lost interest and relevance not only for modern linguistics, but also for socio-political science in general.

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25

Pourcel, Claude. "Management et performances d'un processus de formation." Journal of Quality in Education 5, no. 6BIS (November 11, 2015): 9. http://dx.doi.org/10.37870/joqie.v2i2.112.

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Cet article a pour objectif de présenter une approche à la conception de la stratégie des systêmes de production de compétences. Cette méthode est inspirée des approches actuelles dans de nombreux secteurs des systêmes de production de biens et de services. L'approche proposée conduit à disposer d'un modêle du systême étudié, d'une expression structurée de sa stratégie avant de définir et de la déployer selon une phase structurée de conception du pilotage. L'article montre qu'il est intéressant de définir, dans un premier temps, les processus significatifs afin de limiter la démarche de déploiement de la stratégie.

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Pourcel, Claude. "Management et performances d'un processus de formation." Journal of Quality in Education 5, no. 6BIS (November 11, 2015): 9. http://dx.doi.org/10.37870/joqie.v5i6bis.112.

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Cet article a pour objectif de présenter une approche à la conception de la stratégie des systêmes de production de compétences. Cette méthode est inspirée des approches actuelles dans de nombreux secteurs des systêmes de production de biens et de services. L'approche proposée conduit à disposer d'un modêle du systême étudié, d'une expression structurée de sa stratégie avant de définir et de la déployer selon une phase structurée de conception du pilotage. L'article montre qu'il est intéressant de définir, dans un premier temps, les processus significatifs afin de limiter la démarche de déploiement de la stratégie.

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27

Kovalchuk, K. V., and M. R. Podorozhna. "Conceptual Principles of Brand Formation." Business Inform 5, no. 520 (2021): 396–401. http://dx.doi.org/10.32983/2222-4459-2021-5-396-401.

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The article presents a conceptual basis for the formation of a brand based on the analysis of key ideas of researchers and practitioners engaged in branding issues, business philosophy in market relations, development of trademark and brand, development of marketing strategies, advertising, promotion of goods in the market. According to the analysis of generally accepted conceptions ("Brand capital", "Brand wheel" model, "Theory of image", "Strategic brand management", "4-D Branding", "Maximization of potential shopping brands", "Value-based-Marketing ») and theories of the brand of such scientists as D. Aaker, T. Ged, D. Ogilvi, Y. Ellwood, J.-N. Kapferer was formed the conceptual framework of branding, which includes such concepts as "brand capital", "trademark", "image", "reputation"; the characteristics of the brand are highlighted - leadership, identity, uniqueness, value, advantage; the essence of the brand is defined from the positions of manufacturer, which forms the competitive advantages of the product for the consumer through satisfaction of the functional, social, economic, psychological needs of the latter. Particular attention in the article is paid to the conceptions of brand positioning, where the main "players" of the market are determined as the company, competitors and consumers. The brand’s position provides information on identity through communication tools. The brand’s positioning includes the desire to emphasize its key aspects, and the idea of a positioning strategy is represented by the clear idea of the brand position communicated to the consumer. The brand’s position is disclosed through a set of associations, ideas and expectations that the consumer connects with the brand. This is a relative conception based on a comparison by the consumer of this brand with competing brands. The real confirmation of the use of these conceptions in the formation of the brand of companies is provided by an analysis of the rating positions of such global brands as Apple, Amazon, Mercedes-Benz, Toyota, Google, Microsoft.

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28

Gao, Jihai. "Deleuze's Conception of Desire." Deleuze Studies 7, no. 3 (August 2013): 406–20. http://dx.doi.org/10.3366/dls.2013.0120.

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Desire is a key concept in Deleuzian philosophy. Deleuze's desire is quite different from that of other thinkers. Both in the West and in China, in the past as well in the present, desire is usually understood as something abnormal, avaricious and excessive, the opposite of rationality, to be controlled and suppressed in man. Deleuze's desire is much wider, referring not only to man, but also to animals, objects and social institutions. In Deleuze's view, desire is not a psychic existence, not lack, but an active and positive reality, an affirmative vital force. Desire has neither object, nor fixed subject. It is like labour in essence, productive and actualisable only through practice. This paper discusses the formation, evolution and limitation of Deleuzian desire.

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29

Simonet, Pascal, and Adriana Savescu. "Which training of occupational gesture as lever for the prevention of musculoskeletal disorders? Reflection based on an interdisciplinary action biomechanical/clinical activity." Le travail humain Vol. 87, no. 1 (May 17, 2024): 49–73. http://dx.doi.org/10.3917/th.871.0049.

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Cet article pose la question de la conception de la formation comme contribution à la prévention des TMS (Troubles musculosquelettiques). Il est adossé à une expérience d’interdisciplinarité entre biomécanique et psychologie du travail clinique de l’activité réalisée pour les besoins de l’analyse de l’activité de fossoyeurs municipaux 1 . Dans cette contribution, nous nous intéressons plus particulièrement à la valorisation de l’un des aspects de cette action interdisciplinaire construite avec la participation des fossoyeurs : la conception d’un outil de formation. Ce dernier permet de discuter de la conception de la formation entre développement du geste, formation professionnelle et prévention continue des TMS. A partir de l’étude de ce cas et des questionnements autour de différents types de formation (apport de connaissance et développement du geste), nous proposons de réfléchir à un contenu de formation pour la prévention, organisé entre savoirs scientifiques sur les TMS et savoirs de métier.

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30

Sonntag, Michel. "La conception au c?ur de la formation professionnelle." Les Sciences de l'éducation - Pour l'Ère nouvelle 40, no. 3 (2007): 59. http://dx.doi.org/10.3917/lsdle.403.0059.

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31

McNamara, Robert. "Edith Stein’s Conception of Human Unity and Bodily Formation." American Catholic Philosophical Quarterly 94, no. 4 (2020): 639–63. http://dx.doi.org/10.5840/acpq202099208.

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The problem of human unity lies at the heart of Edith Stein’s investigation of the structure of human nature in her mature works. By examining her resolution of this problem in Der Aufbau der menschlichen Person and Endliches und ewiges Sein, I show how Stein incorporates two teachings of Thomistic anthropology—namely, the rational soul as principle both of substantial unity and of bodily formation—while reinterpreting the meaning of these teachings through performing a fresh phenomenological investigation. Although this investigation leads Stein to propose a conceptually different explanation of human unity and bodily formation than that given by Aquinas, I argue that this difference should not be understood as if Stein and Aquinas stand squarely opposed on these important anthropological questions, but rather that Stein’s proposal lies in decisive continuity with the received teachings of Aquinas even while it represents an expanded conception of these teachings that also includes some contrast and disagreement.

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32

Robert, Michel, Jacques Lassale, Serge Pravossoudovitch, and Georges Sagnes. "Formation pratique à la conception d’un circuit intégré spécifique." Annales Des Télécommunications 46, no. 9-10 (September 1991): 514–25. http://dx.doi.org/10.1007/bf02998692.

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33

Doudin, Pierre-André, and Daniel Martin. "Conception du développement de l'intelligence et formation des enseignants." Revue française de pédagogie 126, no. 1 (1999): 121–32. http://dx.doi.org/10.3406/rfp.1999.1099.

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34

Skorodumova, Ol'ga Borisovna. "PROTESTANT IDEOLOGY IMPORTANCE IN THE “AMERICAN EXCLUSIVENESS” CONCEPTION FORMATION." Manuscript, no. 4 (May 2018): 95–97. http://dx.doi.org/10.30853/manuscript.2018-4.21.

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35

Lang, Vincent. "Professionnalisation des enseignants, conception du métier, modèles de formation." Recherche & Formation 23, no. 1 (1996): 9–27. http://dx.doi.org/10.3406/refor.1996.1366.

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36

Khramtsov, A. G., S. A. Ryabtseva, and P. G. Nesterenko. "PARADIGM OF POSTGENOMIC CONCEPTION ON MILK SCIENCE LACTOMICS FORMATION." Foods and Raw materials 6, no. 1 (June 20, 2018): 14–22. http://dx.doi.org/10.21603/2308-4057-2018-1-14-22.

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37

Portyakov, Vladimir. "The Economic Reform Conception in China: Formation and Evolution." China Report 40, no. 4 (November 2004): 357–77. http://dx.doi.org/10.1177/000944550404000402.

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38

Morrissette, Joëlle, Isabelle Vinatier, and Laurent Filliettaz. "Communications au travail et conception de dispositifs de formation." Communiquer. Revue de communication sociale et publique, no. 18 (December 31, 2016): 1–4. http://dx.doi.org/10.4000/communiquer.2002.

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39

VNUTSKIKH, A. YU, and S. А. DENISKIN. "THE CONCEPT OF EXISTENTIAL RISKS AND THE POSSIBILITIES OF THEIR ASSESSMENT IN THE LIGHT OF SOCIAL DEVELOPMENT PARADIGMS." Bulletin of Chelyabinsk State University 489, no. 7 (November 8, 2024): 38–47. https://doi.org/10.47475/1994-2796-2024-489-7-38-47.

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The article deals with link of existential risks conception with civilization and formation conceptions of social philosophy. The authors research prerequisites and elements of the conception of existential risks in the light of ideas about social development in the works of I. Kant, K. Marx, V. Vernadsky, R. Guenon, N. Bostrom and other scientists and philosophers. On the one hand, the formation paradigm’s idea of a unified and progressive development of society is especially important for the concept of existential risks. On the other hand, the civilization paradigm’s idea of multiple civilizations, each of which faces a unique set of factors and risks is important for the concept of existential risks too. A scientific understanding of existential risks requires a synthesis of the ideas of these two paradigms, taking into account Vernadsky’s argument and idea of “selection of civilizations”. The authors suggest that we need an objective integrative assessment of existential risks associated with natural factors and emerging technologies. However, well-known project “Doomsday Clock” can’t be considered an adequate way of this assessment.

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40

Pamungkas, Cahyo. "The History of Muslims and Christians in Papua: Tracing Cultural and Religious Heritage." Heritage of Nusantara: International Journal of Religious Literature and Heritage 3, no. 1 (February 17, 2015): 83–106. http://dx.doi.org/10.31291/hn.v3i1.21.

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This is article derived from a thesis study in the Sociology Department of the University of Indonesia in 2008 exploring socio-economic, socio-political and socio-cultural contexts playing their roles in the formation of the political and religious fields along with their respective ‘habitus’ of the social agents in the Papua land. This paper discusses the history of the term “papua” itself based on a historical study conducted by Solewijn Gelpke (1993). Based on historical approach, the relationship between Muslims and Christians in Papua can be traced as a religious and cultural heritage. Also, by using a sociological conception elaborated by Bourdieu (1992: 9), we may view the Papua land as a social space encompassing all conceptions of the social world. Bourdieu’s social space conception considers the social reality as a topology (Harker, 1990).

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41

Audi, Robert. "DOXASTICISM: BELIEF AND THE INFORMATION-RESPONSIVENESS OF MIND." Episteme 17, no. 4 (January 31, 2019): 542–62. http://dx.doi.org/10.1017/epi.2018.53.

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ABSTRACTThis paper concerns a problem that has received insufficient analysis in the philosophical literature so far: the conditions under which an information-bearing state – say a perception or recollection – yields belief. The paper distinguishes between belief and a psychological property easily conflated with belief, illustrates the tendency of philosophers to overlook this distinction, and offers a positive conception of the mind's information-responsiveness that requires far less belief-formation – and far less formation of other propositional attitudes – than has been commonly supposed to be produced by perception and other experiences. This conception is clarified by a partial sketch of the natural economy of mind. The paper then considers two important questions the conception raises. Does it force us to abandon the venerable belief-desire conception of intentional action, and does it require expanding the domain of intellectual responsibility and thereby our conception of epistemic virtue?

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42

Assunção, Carlos, and Carla Araújo. "Entries on the History of Corpus Linguistics." Linha D'Água 32, no. 1 (April 9, 2019): 39–57. http://dx.doi.org/10.11606/issn.2236-4242.v32i1p39-57.

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Corpus linguistics is anchored in a theoretical paradigm characterised by an empiricist approach and as well as by a conception of language as a probabilistic system. In linguistics, empiricism Empiricism is an approach that grants primordial status to data coming from the observation of language, generally grouped together in a corpus, as opposed to rationalism Rationalism. Rationalism is based on the study of language through introspection, which is regarded as a way of assessing models of structural functioning and the formation of the cognitive process of language. As a result, there is a chasm between the philosophical perspectives characteristic of the empiricist and rationalist conceptions of language, represented by its main contributors. On the one hand, there is Halliday, a representative of the empiricist conception, and, on the other hand, Chomsky, the greatest figure of Rationalism rationalism in linguistics. However, new approaches need to be taken into consideration. From all these conceptions the greatest number of works of corpus linguistics has been derived, in the areas of lexicography and terminology – production of dictionaries, glossaries, terminological databases, etc.

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43

Alhadeff-Jones, Miche. "Pour une conception rythmique des apprentissages transformateurs." Phronesis 7, no. 3 (December 18, 2018): 43–52. http://dx.doi.org/10.7202/1054408ar.

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En prenant appui sur la théorie de l’apprentissage transformateur (TAT), développée par Jack Mezirow aux États-Unis, cet article propose une réflexion sur les temporalités qui caractérisent les processus de transformation, susceptibles d’être promus ou accompagnés en formation d’adultes. La réflexion proposée s’articule en trois temps. Premièrement, les fondements de la TAT sont énoncés de manière à situer leur pertinence en formation d’adultes. Ces apports sont repris afin de problématiser la manière dont on conçoit les temporalités impliquées dans un processus de transformation, et plus spécifiquement la nature à la fois continue et discontinue d’un tel processus. Finalement, l’apprentissage transformateur est envisagé à partir d’une perspective rythmologique, démontrant l’intérêt de développer une approche centrée sur les rythmes constitutifs des transformations vécues tout au long de la vie.

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44

Volskaa, N. "FORMATION OF STUDENTS' ORGANIZATION IN THEIR PROCESS EDUCATIONAL AND COGNITIVE ACTIVITIES." Educational Dimension 5 (June 26, 2003): 139–46. http://dx.doi.org/10.31812/educdim.5152.

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Formation of Pupils’ Organization in the Process of their Science Researching Activity. The definition of the conception of the organization in science - researching activity is given. Its relations with the conceptions of self-organization; scientific approach to work and culture of mental activity aresubstantiated Inseparable ties of organization and science-researching activity are founded, it is also proved that the methods and means of formation of the quality mentioned depend on the type of academic activity. The peculiarities of science-researching activity of the senior pupils are. found out, the criteria of the definitions of the level of organization in different types of science-researching activity are developed. The definitions of criteria are based on the cognitive and regulating components of the position of the subject of learning.

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45

Paygunova, Yu V. "Tolerance Development in Ontogenesis of a Personality." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 20–26. http://dx.doi.org/10.18500/2304-9790-2013-2-1-20-26.

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The article is about the problem concerning tolerance development of a personality in ontogenesis. It presents the analysis data of psychological conceptions (conception of stage brain building, psychoanalytical conception of culture, socio-analytical theory) that form the basis for modern methodology in researching tolerance development of a personality and give an opportunity to confirm that individual tolerance development repeats the stages of its general social and historical development. The author presents his scheme of ontogenetic stages of personality development and levels of tolerance development the basis for which is the principle of phylogenesis and ontogenesis unity formulated by E. Haeckel. The article views the main stages of personality tolerance formation: latent; empirical; collectivist or conformal; maturating or crisis, egocentric; mature. It describes the main psychological barriers of tolerance formation at the stages of childhood and youth: non-formedness of cognitive sphere; weak ability to reflection; high suggestibility, behavioral conformism; low suggestibility, scepsis, and protest behavior. The author comes to the conclusion that tolerance as the feature of a personality is transformed, evolving in the process of life development, developing from its primitive up to more complex forms.

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46

Akhverdiev, A. T. "ORIGIN OF GLOBAL DEEP FAULTS AND THEIR SIGNIFICANCE IN EARTH DEGASIFICATION." Мінеральні ресурси України, no. 4 (December 28, 2018): 32–36. http://dx.doi.org/10.31996/mru.2018.4.32-36.

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There are origin and formation conditions of global deep faults, their distribution patterns and also their importance in the Earth degasification from standpoint of conception of Earth Crust evolution dynamics (CECED) in article. According to this conception geodynamic forces form during Earth rotation and all geological processes includig transition of lithospheric masses and their destruction, are followed by: formation of global deep faults; intracrustal anomalous processes represented by plumes, sutures, diapers, etc; volcanic-plutonic processes and earth quakes; by formation of fold mountain systems, etc.

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47

Ou, Jian Jun, An Zhang, and Zhong Qi Chen. "Cooperative Path Planning of Jammer Formation in Penetration Attack." Advanced Materials Research 981 (July 2014): 735–42. http://dx.doi.org/10.4028/www.scientific.net/amr.981.735.

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The study of cooperative fighting between jammer and fighter aircraft is helpful to improve the ability of penetration attack. Firstly, the conception of path point threat assessment is given, based on the jamming troop model. Secondly, the jammer free fly region conception, relative theorem and the resolving strategy are given, and as a result, the dynamic searching space can be got. Thirdly, by improving Sparse A* Search (SAS) algorithm and applying it in cooperative path planning of jammer formation, the realizing process is designed. At last, simulation is made. The results show that the strategy can quickly get the best cooperative path of jammer formation whatever fighter aircraft’s penetration attack task.

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48

Sannikov, Serhii. "Formation of Pedobaptism in the Third century: Origen, Hippolytus of Rome, Tertullian and Cyprian." Ukrainian Religious Studies, no. 86 (July 3, 2018): 20–42. http://dx.doi.org/10.32420/2018.86.704.

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Abstract. In the article of Sannikov S. "Formation of Pedobaptism in the Third century: Origen, Hippolytus of Rome, Tertullian and Cyprian the texts of pre-Nicaea Church fathers are analyzed in order to present their conception of water baptism. The works of four prominent theologians of the 3rd century (Origen, Hippolytus of Rome, Tertullian and Cyprian)" are examined particularly. Based on their texts, reflecting the conception of water baptism in various regions of the Roman Empire (Greek East – Alexandria, Latin Africa – Carthage and Rome), the process of formation of children baptism (pedobaptism) is studied in its active stage at that time. The author demonstrates the factors significantly affecting the substitution of credobaptism (adult baptism by faith) with pedobaptism. The leading role in the emergence of children baptism was held by situations of extreme baptism (illness with the possibility of lethal outcome) when the rigid rules of joining the community could be ignored. The theological background for such actions was the conception of the baptism role as the washing of sins, which was gradually transformed from the forgiveness of sins by faith of the baptized to the conception of this process ex opera operato. Because of the fact that the theology of that time didn’t have the idea of original sin, Origen’s conception of the so called “spot of sin” began to develop for explaining the baptism of innocent infants.

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49

Kapustina, Maria A. "Legal space: formation of the systematic conception of legal regulation." Vestnik of Saint Petersburg University. Law, no. 2 (2016): 4–11. http://dx.doi.org/10.21638/11701/spbu14.2016.201.

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50

Guérin, Jérôme, Catherine Archieri, Benjamin Watteau, and André Zeitler. "Conception de la formation dans une approche située de l’activité." Les dossiers des sciences de l'éducation, no. 38 (December 15, 2017): 11–28. http://dx.doi.org/10.4000/dse.1485.

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