scholarly journals How to Promote Interactions Teacher/Students During Confinement Period?

2020 ◽  
Vol 4 (3) ◽  
pp. 94
Author(s):  
Natacha Duroisin
Keyword(s):  
Human Resources ◽  
Teaching Experience ◽  
The Other ◽  
School Life ◽  
Digital Device ◽  
Face To Face ◽  
French Speaking ◽  
Teacher Students ◽  
Preparatory Course ◽  
The One

Since 13 March 2020, the establishments in French-speaking Belgium had to offer their distance lessons to curb the spread of the coronavirus (Covid-19). If the universities have material, technological and human resources to offer distance learning to students since several years, the confinement measures have however led the teachers to reorganize their courses started face-to-face by using numeric tools. This article pursues several objectives. On the one hand, it describes a teaching experience report based on the use of the podcast during the "Preparatory course for school life" in psychological and educational cursus. On the other hand, based on student's responses to a questionnary, it highlights the advantages and limits of using the podcast during the confinement period. Finally, this article aims to help teachers choose the digital device that corresponds to these pedagogical expectations in a distance education context.

The Hierophanic Facets of the Seraphic Hymns

Trictrac ◽  
2018 ◽  
Vol 10 ◽  
Author(s):  
Petru Adrian Danciu
Keyword(s):  
Mutual Recognition ◽  
The Other ◽  
Human Being ◽  
Material World ◽  
Face To Face ◽  
The People ◽  
Musical History ◽  
The Face ◽  
The One

Starting from the cry of the seraphim in Isaiahʹ s prophecy, this article aims to follow the rhythm of the sacred harmony, transcending the symbols of the angelic world and of the divine names, to get to the face to face meeting between man and God, just as the seraphim, reflecting their existence, stand face to face. The finality of the sacred harmony is that, during the search for God inside the human being, He reveals Himself, which is the reason for the affirmation of “I Am that I Am.” Through its hypnotic cyclicality, the profane temporality has its own musicality. Its purpose is to incubate the unsuspected potencies of the beings “caught” in the material world. Due to the fact that it belongs to the aeonic time, the divine music will exceed in harmony the mechanical musicality of profane time, dilating and temporarily cancelling it. Isaiah is witness to such revelation offering access to the heavenly concert. He is witness to divine harmonies produced by two divine singers, whose musical history is presented in our article. The seraphim accompanied the chosen people after their exodus from Egypt. The cultic use of the trumpet is related to the characteristics and behaviour of the seraphim. The seraphic music does not belong to the Creator, but its lyrics speak about the presence of the Creator in two realities, a spiritual and a material one. Only the transcendence of the divine names that are sung/cried affirms a unique reality: God. The chant-cry is a divine invocation with a double aim. On the one hand, the angels and the people affirm God’s presence and call His name and, on the other, the Creator affirms His presence through the angels or in man, the one who is His image and His likeness. The divine music does not only create, it is also a means of communion, implementing the relation of man to God and, thus, God’s connection with man. It is a relation in which both filiation and paternity disappear inside the harmony of the mutual recognition produced by music, a reality much older than Adam’s language.

MEMBANGUN PENDIDIKAN KARAKTER SEJAK USIA DINI

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 55-64
Author(s):  
Agus Supriyadi
Keyword(s):  
Human Resources ◽  
Character Education ◽  
Moral Values ◽  
The Other ◽  
Educational Institutions ◽  
Early Age ◽  
National Education ◽  
Other Hand ◽  
The Government ◽  
The One

Character education is a vital instrument in determining the progress of a nation. Therefore the government needs to build educational institutions in order to produce good human resources that are ready to oversee and deliver the nation at a progressive level. It’s just that in reality, national education is not in line with the ideals of national education because the output is not in tune with moral values on the one hand and the potential for individuals to compete in world intellectual order on the other hand. Therefore, as a solution to these problems is the need for the applicationof character education from an early age.

Les élections législatives du 13 décembre 1987 : Analyse des résultats

Res Publica ◽  
1988 ◽  
Vol 30 (1) ◽  
pp. 3-24
Author(s):  
William Fraeys
Keyword(s):  
The Other ◽  
Great Stability ◽  
Political Situation ◽  
Universal Suffrage ◽  
Political Impact ◽  
Economic Background ◽  
French Speaking ◽  
The Face ◽  
General Elections ◽  
The One

Organized only two years after the previous genera! elections, the 1987 poll, characterized by a great stability of the electorale, wilt probably have a deep political impact on the country's future.If the rate of external mobility suitably gauges the extent of the citizens' shifts in votes, the 1987 elections will have ranged among the four most stable general elections out of the twenty-two that have taken place since universal suffrage has been introduced. And yet, because of the decline of the outgoing coalition, on the one hand, which is mainly due to the loss suffered by the CVP, and because of the change of majority within the Walloon Regional Council and the French-speaking Community Council, on the other, the political situation appears very different after the 13th December 1987 elections. The observer can only be struck by the asymmetrical behaviour of the voters in the northern and southern parts of the country. In Flanders, the main party is on the decline white all other parties are winning votes.However, everything seems to show that the motivation of the voters who did not vote twice for the same party in 1985 and 1987, but who, as we said, are not very numerous, was an economic and social motivationrather than a language or community-related one. The gains of Agalev, the PVV and the SP in the face of the Volksunie's status quo cannot be explained otherwise. The gains of the Vlaams Blok, notably in Antwerp, are probably due to social (attitude towards immigrants) rather than community-linked motivations too. In the W alloon Region, on the contrary, the main party is registering an obvious gain, white the other parties are declining or stagnating. In this case, the motivations seem to be numerous : they have a social and economic background on the part of voters who trusted the main opposition party, but they are also community linked and inspired by considerations that have to do with the relationships between the Walloon and Flemish people in the Belgian State under transformation.The political prospects then appear uncertain. This is even more true that two other elections are to take place in the next eighteen months.These concern the opposite levels of the elected Assemblies: the municipal Council and the European Parliament.

Rewriting the HR Playbook for the Future

2020 ◽  
Vol 13 (4) ◽  
pp. 442-453
Author(s):  
Sadhna Dash
Keyword(s):  
Human Resources ◽  
Well Being ◽  
The Other ◽  
Pivotal Role ◽  
High Tech ◽  
Counselling Services ◽  
Work World ◽  
The One ◽  
Hr Function

As organisations deal with the evolving nature of the new normal, the role of the human resources (HR) is getting redefined to meet the ongoing needs of its workforce. Designing employee–HR experiences in an uncertain and ambiguous work world emerges as one of the top challenges for HR leaders. On the one hand, employee well-being initiatives like employee mentoring, virtual mindfulness workshops, health tips and free consulting and counselling services are becoming the norm. On the other hand, the HR function is itself being re-crafted for the emergent workplace. Technology plays a pivotal role, fuelling the need for scaling HR activities to provide next-gen employee experiences. As the war for high-tech talent increases, organisations are re-crafting an all new HR playbook to differentiate themselves as preferred employers. Within the transforming work and workplace context, the worker continues to be in the eye of the storm and demands both attention and action.

THE PHILOSOPHER AND THE TWO PLAYWRIGHTS: SOCRATES, AGATHON, AND ARISTOPHANES IN PLATO'S SYMPOSIUM

2008 ◽  
Vol 49 (2) ◽  
pp. 239-252
Author(s):  
Freddie Rokem
Keyword(s):  
The Other ◽  
Discursive Practices ◽  
Face To Face ◽  
Complex Interactions ◽  
And Performance ◽  
The One

This article reflects my current research, exploring the complex interactions between the discursive practices of theatre and performance on the one hand and philosophy on the other. Instead of beginning by trying to formulate the general principles for such an interaction, I examine actual encounters: direct face-to-face meetings and actual dialogues between philosophers and representatives of the Thespian professions. The earliest recorded encounter of this kind is in Plato's Symposium depicting the banquet in Agathon's house, celebrating his victory at the Lenaean theatre festival in 416 b.c., during which the celebrants spent the whole night eulogizing Eros. On this occasion Socrates and the two playwrights, Agathon and Aristophanes, interacted directly on several occasions.

Het Gebruik Van Connectieven Door Franstalige Leerders Van Het Nederlands

2004 ◽  
Vol 71 ◽  
pp. 81-92 ◽  
Author(s):  
Julien Perrez
Keyword(s):  
The Other ◽  
Future Research ◽  
Other Hand ◽  
French Speaking ◽  
The One

This article examines first tendencies towards connective usage by French-speaking learners of Dutch. Two sorts of discursive markers were analyzed, viz., attitude and relational markers. The results show two main tendencies. On the one hand, the learners seem to overuse attitude markers. This has been explained by stating that it could be a sign of the difficulty they experienced in organizing texts, establishing coherence and introducing their opinion. This inclination has also been observed for the learner use of the causal connective dus ('so, therefore'). On the other hand, the investigation of the learner usage of backward causal connectives suggests that beginners use a reduced set of frequent connectives, while more experienced learners make use of a more varied set of connectives. The tendencies observed and hypotheses advanced will have to be quantitatively and qualitatively elaborated further in future research as well as expanded to other kinds of connectives.

The Aims of Mathematical Education

1921 ◽  
Vol 14 (6) ◽  
pp. 297-304
Author(s):  
J. H. Minnick ◽  
_ _
Keyword(s):  
The Other ◽  
General Definition ◽  
Mathematical Education ◽  
Face To Face ◽  
School Activities ◽  
General Meaning ◽  
The One ◽  
Definition Of ◽  
Objective Side ◽  
The Individual

Education is a complex process involving a variety of experiences gained through both school and out-of-school activities. Each subject of the curriculum should make its definite contribution to this experience, but we must be sure that the result is a unit. An investigation of conditions in most of our high schools will show that a child is under the instruction of perhaps four or five teachers, all of whom are working independently of each other. Very seldom docs one teacher know what the others are trying to do. In order to avoid such conditions and to insure a unified education for each individual, it is necessary that the aim of each subject shall be determined in the light of the general definition of education. Only by this means can the subject matter of each course be so selected and presented that there is neither useless overlapping on the one hand nor the omission of important elements on the other hand. Hence, in discussing the aim of mathematical education, we shonld consider the general meaning of education and then determine what contribution mathematics can make most effectively. For this purpose we shall accept Ruediger’s definition, namely, “… to educate a person means to adjust him to those elements of his environment that are of concern in modern life, and to develop, organize, and train his powers so that he may make efficient and proper use of them.”1 This definition consists of two parts. One of these is concerned with the adjustment of the individual to his environment; this is the objective side. The other is concerned with the development of the powers of the individual; this is the subjective side of education. However, one’s powers are developed only by contact with and adjustment to his environment, and he is adjusted to his environment only through his powers and abilities. Thus, a child’s power to think correctly is developed most effectively when he is brought face to face with a real situation the solution of which is vital to his welfare; but he can successfully master the situation only by the use of his reasoning power or such other abilities as may be involved. Hence, the two parts of this definition are not independent and we need not consider them separately; when one is satisfied in the most effective way the other will be. At present we shall confine our attention to the objective phase of education.

scholarly journals Leiten oder leiten lassen? Gesprächsanalytische Beobachtungen zur interaktiven Aushandlung der Leitungsfunktion im Klassenrat

2019 ◽  
Vol 70 (1) ◽  
pp. 73-104
Author(s):  
Nadine Nell-Tuor ◽  
Nina Haldimann
Keyword(s):  
Decision Making ◽  
Interaction Analysis ◽  
The Other ◽  
School Life ◽  
Leadership Responsibility ◽  
Teaching Format ◽  
Specific Focus ◽  
Decision Making Processes ◽  
The One ◽  
Do So

Abstract The class council is a teaching format which takes place regularly, aiming at the teacher stepping back from his/her conventional role as the organizing authority in order to allow the students to participate directly in decision-making processes concerning their everyday school life. This format results in a unique interactional constellation among the participants. In this article, we explore this interactional constellation from the perspective of conversation and interaction analysis. On the basis of videographies of class council sessions in which students and teachers occupy different participation roles, we ask how those roles are negotiated interactively. With a specific focus on the teacher and the moderator (student), we ask to what extent the teacher is able to delegate leadership responsibility among the group. It is shown that teachers are only partly able to do so. Often, teachers influence the interaction on a multimodal level. The challenge of organizing the class council lies in the need for the participants to accomplish different (and in part incompatible) interactional orders: on the one hand, teachers as well as students have to consider their specific participation roles; on the other hand, their participation roles are framed institutionally and cannot easily be changed.

La francophonie en contexte FLE : Littérature et éducation interculturelle

2020 ◽  
Vol 13 ◽  
pp. 117-132
Author(s):  
Magali JEANNIN
Keyword(s):  
Intercultural Education ◽  
The Other ◽  
French Language ◽  
Council Of Europe ◽  
Migrant Literature ◽  
French Speaking ◽  
Cultural Plurality ◽  
Development Of Identity ◽  
The One ◽  
Language Literature

Despite institutional recommendations, particularly those of the Council of Europe, advocating the development of plurilingual and pluricultural skills in language teaching, the contemporary context is characterised by the increasing development of identity-related tensions and by the enclosure in representations of languages and cultures. In this context, the learning of FFL (French as a Foreign Language) by the French-speaking world is a means of valuing cultural and linguistic variation and thus challenging a purely French vision of French, in order to overcome the stereotypes transmitted both by teaching materials and by teachers and reproduced by learners. It is therefore a question of restoring to the concepts of otherness and intercultural education their full meaning, which is today diluted, even betrayed, by a global approach that reduces the complexity of the encounter with the other. In this context, French-language literature appears to be a privileged tool for intercultural mediation because it presents an experience of linguistic and cultural plurality and allows the learner to live this experience himself, provided that the teacher implements a genuine didactic approach to involvement. Three examples are presented, from level A2 to C2, from works by contemporary French-speaking authors - including migrant literature. We attempt to show how a didactic approach to French-language literature at the service of intercultural education can mobilise the subjectivity of the learner and enable him/her to meet the subjectivity of the author on the one hand, and that of other learners on the other. The FFL class thus becomes the place where a community of readers develops, with universal and singular paths, and where intersubjectivity is experimented. The proposed examples show how the literary approach can reveal subjectivity, linguistic and cultural plurality, and also present universal and shared figures and principles. In this way, it fights against the enclosure and essentialisation of identity, and closes the gap between us and others. It enables the implementation of a dialogue between individuals and cultures, but also within each individual, who thus discovers that he or she is plural.

Context and Explanation in e-Collaborative Work

2011 ◽  
pp. 285-302
Author(s):  
Patrick Brézillon
Keyword(s):  
Contextual Information ◽  
Collaborative Work ◽  
Virtual Community ◽  
The Other ◽  
Contextual Cues ◽  
Face To Face ◽  
The One ◽  
Shared Context ◽  
Voice Modulation ◽  
Explanation Generation

In a face-to-face collaboration, participants use a large part of contextual information to translate, interpret and understand others’ utterances by using contextual cues like mimics, voice modulation, movement of a hand, etc. Such a shared context constitutes the collaboration space of the virtual community. Explanation generation, one the one hand, allows to reinforce the shared context, and, in the other hand, relies on the existing shared context. The situation is more critical in e-collaboration than in face-to-face collaboration because new contextual cues are to be used. This chapter presents the interests of making explicit context and explanation generation in e-collaboration and which types of new paradigms exist then.

Sign in / Sign up

Export Citation Format

Share Document